Olivia Boykin Blog Post #7 Routman Chapter 10: Examine Guided Reading

Olivia Boykin Blog Post #7 Routman Chapter 10:  Examine Guided Reading

        I chose to read this chapter for my last blog post because I can best relate to it due to the “grouping,” “management,” and “centers” topics discussed within the chapter.  Right off the bat I loved that it reads, “Students need ample demonstrations and support before we “hand over” most of the learning responsibility to them.  When students have not had enough demonstrations and guided demonstrations, we wind up spending too much time on word work, concepts, and strategies in guided reading – work that could easily have been taught in guided demonstrations.” (p. 152)  I sometimes find myself trying to rush the demonstration and directions but normally find that I then spend more time having to re-explain which then takes more time away from learning than it would have taken to do it right from the beginning. 

As a side note, I don’t know that I agree with Routman on the ability grouping issue, though, but I’m still “on the fence.”  As a parent, I like that my daughter is now with a group of students who excel academically and care about their learning.  I believe this is the reason there are very few disruptions due to behavior issues or someone not “getting” a concept because he/she is a grade level or more “behind.”  As a teacher, I think there would be some pros to teaching that class but I think I’d choose to teach the “lowest” class.  I seem to be able to reach those students best.  On the flip side, I think the “lowest” students need to be in a smaller class because there is more “one-on-one” needed with a class where essential skills have been missed along the way.  Also, generally speaking, the “low” class is where we find most of the “behavior issues” so the low numbers would be a benefit in that area, as well.  On the flip side, I find that there are times when I ask one of my “higher” students to work with one of my “lower” students and that something clicks for the person who is struggling that hasn’t clicked when I’ve said or done the same thing.  Peer tutoring is one of my “go-to” strategies and if I group the students correctly I find that it is highly beneficial. 

That leads me to the real reason I chose this chapter:  grouping.  When I have students move from one math station to another I find that homogeneous grouping works best when they move to the “teacher station” but heterogeneous grouping works best for stations in which they are playing a “game” or explaining a process to one another.  Also, I try to make sure the students in each group get along (as much as possible) so as to prevent unnecessary issues arising while I’m working with groups.  I really need to work on this aspect of my station planning because it also affects my classroom seating charts.  This is a “gift” my previous “partner-in-crime” had and we played to our strengths and that saved me so much time and more gray hair.  Now that I am switching up groups weekly (and sometimes daily) according to which skill is causing certain students grief, I’m having to focus on one of my weakest areas so I’m getting better at grouping because of all the practice I’m getting.  (It still takes me way too long and I think I covered “lack of time” in a previous blog.) 

I do love that management has also been a strength of mine (until recently) so I felt good about managing my groups.  In years past I didn’t have to worry about what my students were doing in their groups because I did trust them and knew that we had spent the needed time discussing and demonstrating how the stations should look and sound.  Now, though, times they are a-changing and I don’t feel that my stations are as effective as they were in previous years.  I’m hoping that this year is just a fluke in regards to this and that next year we can get back on track with group learning and stations. 

Angela Jackson post #7 - Ch. 12 You Only Have So Much Time

 As my first year of teaching comes to a close, I have reevaluated all aspects of my experience. What I once thought was the way to go,  I now know some things were a waste of time and effort for both me and my students. I have been utterly exhausted staying at school some nights till way past 7pm. I felt as if I could not leave until every part of my classroom was set and ready for the next day. I did not do a good job of working efficiently in the few hours after school to get things done so I could go home. Yet, when I got home, I was still up till the early morning hours thinking about my lesson plans and trying to figure out what in the world I was doing!!

This chapter really helped me put everything into perspective. The author states that teachers, "should live interesting lives, and that we need to stop feeling guilty about leaving at a reasonable hour so we have time for our families." Wow, what a concept! :-) I don't feel that I will be able to leave at a reasonable hour (3:00pm- 3:30pm) just yet, but I will work towards it in my second year of teaching.

This year I have had epic fails and I have learned from them. The author has helped me understand that I need to,"keep student work meaningful by reading and writing worthwhile texts that expand their skills, knowledge, and thinking." While I have no control of the schedule, I have learned to make the most of the time I do have. The read/write workshop has allowed me to maximize the limited time we have to read independently.

Lastly, this section has caused me to reevaluate the time I spend for professional development, personal and professional reading, and time to reflect.

Angela Jackson - Ch. 9 Emphasize Shared Reading

 In this piece the author stresses the importance of shared reading being an integral part of our reading programs. I'd like to say that my mother provided me with my first reading demonstrations as she read to me when I was a child. The text states that teachers help guide students in reading with fluency, figuring out words, thinking , questioning, and predicting, I believe I experienced some of this as my mother modeled reading for me years ago. That being said this piece helped me remember that every student may not have someone to read to them at home.

Additionally, I was made aware that shared reading helps enhance the social interaction between students when partner reading. I did not start partner reading until the second semester and it has made some students who were reluctant to read aloud in whole class instruction highly engaged when with one or two of their peers.

Margaret Tiller: Blog #7: Routman Chapter 12 "You Only Have So Much Time"

As this school year draws to a close, I have been analyzing my first year of teaching. This has led me to realize that some of my teaching practices need some evaluating. In this chapter, Donna Kline's quote particularly resonated with me: "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" (page 201). This first year of teaching has taught me time and time again that what is easiest for me as the teacher, is, in most cases, NOT what is best for my students. Routman says that "Students will happily engage in work that is connected to their lives and in projects in which they can see value" (page 203). This is so true. Worksheets simply do not increase a student's motivation to learn or engagement in the material. However, if I, as the teacher, take time to construct activities that are meaningful to my students, they are much more likely to engage in and retain the material.

Caroline Josey- Blog post #7

"Partly, it's because we don't always know what to do with the assessment once we have it: often we don't take the time to use the assessment to move the children forward and determine next steps for teaching." (Routman 98)

I feel like sometimes I assess to get a grade and make sure they understood the material I taught them. What I have learned from reading this chapter is suggesting that I am doing it backwards. I do agree with Routman when he says that when doing our own ongoing assessments we will have the time to use our assessments to improve instruction and learning. First, you need to ask yourself if the assessment your are giving is valid or useful and also what goals do you want to set for your students. By setting goals for your students and keeping track of them every day then each student can have his or her own goal and differentiation becomes easy and a part of everyday routine. I love that Routman gives a list of "Child Friendly Reading Goals."

Caroline Josey- Blog Post #6 Chapter 3 But That No More Independent Reading without Support

While reading this chapter I realized that I could cut so much out of my day to make more time for Reading. Not just IR but also guided reading during Daily 5. I love that the teachers used music during transitions and the kids adapted over time to automatically stop what they are doing and transfer. This gave them so much time during the day to devote to reading. In the morning I let my students have unstructured IR time. This gives them 45 minutes to read any book they want on any level (to an extent). What I have to done is give my students time for a "book club" or a time to talk with their peers about the book they are reading. I really like that they suggested that in the book. This is something my students would love and I also think it will push my students, who are ready, to begin reading chapter books. I think this is something I will let them do for about 10 to 15 minutes every Friday and maybe bring in a small snack for them to have during that time, so it's like a real "book club."

Angela Jackson - Ch. 8 Teach Comprehension

          The passage begins by stating that in order to end up with comprehension, you must begin with comprehension. Often teachers miss the mark by focusing on words and not the meaning of the text. The Close reading procedures are a way to help teach reading for deep understanding, but its up to the teacher to monitor the student's progress with this skill.

           The author warns teachers to be careful about how comprehension is        taught. Far too many teachers are focusing solely on the seven reading   strategies that they are making reading harder rather than easier to comprehend. One thing that made me realize that I need to be careful with teaching comprehension is the fact that students are not comprehending what they read just because they can read fluently and read the words on the page. The passage states that without our direct modeling and intervention, our students routinely skip words they can't read or don't understand, continue reading even when they don't know what's going on in the text, and they almost never reread for clarification. 

          Lastly, teachers should use caution of how much time they are spending teaching about making connections, reading fluently. Instead, split time between explicit instruction and application. Key strategies to use are predicting, questioning, creating images, seeking clarification, and constructing summaries. Lastly, the author states that teachers should make rereading the single most useful strategy. In addition, use writing to help recall key points in the text. 

Cindy Pridgen-blog #7 Make Assessment Instruction's Working Partner

Assessment is ongoing and should be an every day all day task for a teacher....from formal to informal monitoring and tracking of student progress.  One of the best ways to assess a student's reading ability is to sit with a child and listen to her/him read and then listening to their thoughts about what they are reading.  Conferencing gives such insight.  The author provides a suggested list of questions to use with fiction and non-fiction.  There is also a GREAT list of kid-friendly reading goals such as "make a picture in your mind to help you understand".  These would be great to add to anchor charts. It is important to have a plan when teaching skills so that the lesson stays on focus.


 This chapter was very informative with lots of great suggestions.  I have listened to many students read and what I am able to note about a child's ability or lack of in just 5 minutes is amazing.  It is extremely important that teachers take time to listen to students read, make notes and follow up on what is lacking to strengthen reading fluency and understanding.

Cindy Pridgen, Chapter 11- Build on Best Practice....

The author shares the importance of being informed as an educator and teacher of reading.  One key piece of information is the National Reading Panel Report. Focus is on fluency, comp, teacher ed, and tech. and not home culture, social contexts, embedded skills instruction, writing, access to books, and ongoing assessments.  Effective teachers and programs spend 50% of day on reading and writing, clear demonstrations and explanations, purposeful open-ended conversations, and ongoing student evaluation of progress. Purchased programs are best used as a resource and not the total reading program.  Direct instruction has its place but needs to be worked in if and when best fits.  Computerized programs such as AR need to be used with care....noting that the focus should be more on introducing more books to students, focusing more on fluency and accuracy rather than points and promoting the love of books and reading and not just treats. 


I thought the chapter was filled with many good points and the author has a good grasp on what promoting reading and moving students is all about.  I do feel that as educators, we need to make a choice on when and how to use purchased programs, computerized reading programs, and various approaches.  Good research has value and we need to stay informed and use the data in decision making process for the teaching of reading.

Stacy Crump Ch. 12 Routman "You Only Have So Much Time"

     "You Only Have So Much Time"--the story of my life.  

     I enjoyed this chapter as it focused on our profession really as a whole.  Teachers work tirelessly at a job that is truly neverending.  I have told many new teachers--you just have to leave it.  I promise it will be there tomorrow when you return.

     Routman focuses on the adage of working smarter not harder.  Evaluate your classroom.  What is going on?  Who is doing all the work?  You or the students?  I really liked her advice.  Be selective in what you do in your classroom and manage it well.  As a teacher, we are often bombarded with resources and plans.  Routman encourages us to know what resources to use and which to ignore.  A teacher has to be aware of the needs in the classroom and what resources will meet them.  

     I liked what Routman said concerning seat work and I try to apply it to homework and morning work.  It needs to be independent and easy to manage.  I want my Daily SMARTS and homework to be things that my students can do confidently and ALONE.  That helps me as well as their parents.  Routman encourages us through the article to be in constant reflection of our classroom.  What is working?  What's not working?  What do my students need?  I think this is so true.  No year is the same and really no day is the same even with the same students.

     I liked her attention to the pace of our lessons.  We have the students' attention for a brief period.  Then, these kids need to move and discuss.  I really like partner work in my fifth grade classroom.  It helps academically and socially.  Being social is a huge part of a fifth graders day.  This gives a purpose for it.  I loved what she said about starting the day with a relaxing procedure instead of a worksheet.  We start with various things on the laptop.  The music is playing.  Getting to school can be hard work--it is in my house!  I feel like this gives us all a chance to breathe and regroup.

     Finally, Routman encourages us to grow professionally and individually.  Teaching can but should not consume your life.  You still have to live.  By bettering ourselves, we can help our students foster a love of learning.

Heather McCraw: Blog Post #7: Routman Chapter 6: Plan for and Monitor Independent Reading

What an enlightening read this was! Throughout the process of reading the chapters in this book, I’ve learned a lot about reading instruction. My eyes have been opened to my failures as a reading teacher, and I feel like I have a new sense of direction when it comes to reading instruction.

As I read the chapter “Plan for and Monitor Independent Reading,” I was reminded of the importance of independent reading time. When Dr. Cox began holding literacy meetings in our district several years ago, the importance of independent reading was mentioned over and over. Something I had previously seen in my classroom as what we’ll do only if we have “extra time.” That’s because independent reading consisted of my students pulling out one of their library books while I had a few minutes to check emails. What I have learned in the last several years: Independent reading is NOT a break for teachers! It is not a chance for students to engage in books as teachers catch up on things that need to be done. In fact, it’s just the opposite! Teachers are very busy themselves during independent reading. Busy learning about their students strengths and weaknesses, likes and dislikes, interests and passions. Teachers are conferencing with students, engaging in conversations about reading, and challenging students to keep progressing. Routman even suggested that perhaps a couple days per week, the teacher also engage in reading a book as the students read. In this way the teacher can model his or her own reading as the students learn what good readers do as they read.

Routman also mentions how students think in order to become better readers, they should read “hard books.” Routman suggests students need to read “just right books” for optimal growth. So then it becomes the teaachers job to be sure students understand how to select these just right books, and it’s not based on a level assigned to them from taking the STAR test.

Even through reading this chapter, I was thinking about how it was a “just right” read for me. Because it’s filled with the educational jargon that I understand and has a practical application in my career field, Routman’s book is a just-right read. Even though she’s a great writer, not everyone can enjoy her book. The same is true for our students. I have one student who is consistently struggling to get engrossed in a book. However, I have found him to do well with The Magic Treehouse. Since I realized that, I have encouraged him to keep reading that series. Although they’re not 4^th grade level books, these seem to be a “just-right” fit for him now…until he builds his stamina as a reader.

Blair Wright Blog #7 You Only Have So Much Time

So much of Routman's book has been about children and how to teach effective reading strategies to them as learners. However, Chapter 12 felt like she was speaking straight to the teacher and giving us suggestions on how our lives and classrooms should be. The title of the chapter says it all...You Only Have So Much Time! It's true...as teachers we do only have so much time, but it is what we do with this time that is the most important. There were lots of suggestions Routman made throughout the chapter that really  hit home for me and my classroom on making use of time wisely. The first was that teachers need to be role models for learning, and roles models for living. I will admit that I am guilty of staying at school WAY too late each day. I have a lot going with teaching a new grade this year, working with kids after school, etc. I feel a sense of responsibility to make sure I am prepared and ready each day for my students. What I need to learn is how to always work smarter, not harder, which I am working on. The next suggestion I took to heart from Routman was that it is important to rely on your instincts as a teacher. Don't  use a teacher's guide or what others do to dictate how you teach your students. You know what is best for your students, so trust yourself. Routman also suggested that teachers need to make sure work is meaningful. Students will be more willing to do their best if they know the work is important and connected to their lives.  Work doesn't need to be elaborate and drawn out either, instead keeping it simple and focused could prove to be more beneficial. I agree with this wholeheartedly. Lessons and activities do not need to always be long and drawn out to be effective in student learning, they just need to be meaningful.  Lastly, scheduling is important in maximizing student learning. The chapter suggests that schools sit down and find that is most important in schedules and things that are not. Taking out unnecessary programs or activities could prove to be helpful in time students have to learn and be successful in school. We have a lot of activities and programs that take students out of the classroom. It may be beneficial for us to re-evaluate all the "extras" or classroom schedules to come up with more class time to be used for reading because you only have so much time and we need to make the most of it.

Elizabeth Graham Post 7: Ch. 5 "Organizing an Outstanding Classroom Library"

Chapter 5 of Routman's Reading Essentials focuses on classroom libraries. While I am privileged to organize and oversee the school library which serves the needs of the whole school community rather than an individual classroom library, I still found many helpful ideas in this chapter. Routman recommends providing "lots of choices and books" and allowing students to play a role in the set-up of the library. In our school library, my goal is to help the users (students and teachers) easily find books that they want to read. Books are faced out on display shelves, graphic novels have their own featured section, books are put on top of shelves, and, yes, students can take books off of displays. Many students get overwhelmed when confronted with thousands of books on the shelves and need help finding that "right book" that captures their interest. Putting up signs, book review cards, pictures of favorite characters/series, or otherwise promoting titles helps lead students to those books.

A big, but controversial trend in school libraries has been ditching the Dewey Decimal system for what is called genrefication. Books are organized by genre: mystery, romance, horror, animals, action, etc. whether than more traditional categories. The impetus behind this trend is that genrefying leads to increased library circulation and enables students to more easily locate books they want to read. This is similar to Routman's classroom library that is organized according to the students' interests.

More information:
Exploring Genrefication in the School Library with Tiffany Whitehead

Angelica Guevara April/May Blog #7 You Only Have So Much Time

Routman Chapter 12

The title of this chapter is You Only Have So Much Time and it touched on so many aspect of the classroom and teaching that I had to repeat the title to myself over and over. “We have the same 24 hours a day we always had, but more keeps getting added-curriculum, standards, mandates, new students, programs, in-service, materials, testing requirements…..” not to mention IEP changes, amendments, and ESOL documentation. I must say, all that paperwork is not mentioned in any educational course at the Universities where we prepare to become educators. Teachers have to be extremely organized and disciplined in order to get all their instructional time and paper work done before dinner time. The only way to survive is to learn to multi-task. This chapter mentions doing two or three tasks while performing; such as observe, monitor, and assess students while reflecting on how to become a better educator all while conferencing with a student! That is easier said than done, but it is almost a requirement now days with all that is expected from us and our students. During my students’ independent reading time I conference with my them and observe their confidence level and their choice of book, I monitor their fluency, and assess how phonetically skilled they are. As I do that, I am thinking Oh, that lesson I just taught on contractions really helped Johnny, or Johnny did not get what I just taught him about contractions, I am going to have to go over it again in a different manner.

“Students will happily engage in work that is connected to their lives and in projects in which they can see value.” “Together we determine needs, interests, purpose, and goals.” I have definitely used this as an advantage to me. My students’ self-advocacy programs allows them to reflect and monitor their individualized goals. I take into account their strengths, needs, and interest and that allows me to modify their lessons. The students know I have high expectations for them and we discuss reachable goals by showing them how to connect their learning to their daily living situations. We definitely Cultivate a Love of Learning in my classroom and I would hope all educators do that. Our days are set depending on our energy level. Routman believes first and foremost, we must do whatever we can to ensure that our students love learning. Our students can read our energy and love for teaching and learning. We are their educational role models. We have to make teaching fun and show them that we are enjoying the act of education. They can tell if a teacher does not want to be in school or doesn’t want to teach something, that is when they lose interest. A day in the classroom will be determined by how positive and exciting the students and teacher are. Both will feed off of each other. Both must be present in order to have a smooth and productive day. I know I have to come in with a positive attitude because I am the adult and the leader of my room. If a student comes in stressed out or angry it is my responsibility to try to help that student change his attitude for himself and the rest of the class. Sometimes that is not achieved but if it is, my job is easier and the rest of the class will have a better chance of being creative.

Maggie Delaney March/April Blog 7

"If we want kids to wind up with comprehension, we have to begin with comprehension." The opening to this chapter really hit home for me.  Eight years ago, I switched from being a 2nd grade classroom teacher to a part-time reading tutor/interventionist.  For six of those eight years, I basically taught word recall via various SRA programs.  The result.  Kids can call words.  But their comprehension is grade levels behind.  So many of our students believe that reading is about words, but they are unaware that reading is about meaning (thinking)!

I especially liked the section on making YOUR (the teacher) reading/thinking process visible.  So, for the past two years, I have worked with older kids and given them strategies to use while reading to help make meaning out of what they read!  Interestingly enough, a high percentage of our kids "sound" like good readers (thanks to SRA), but have little understanding of what they read.  I think comprehending and understanding are very abstract ideas for kids and difficult to grasp.  I have worked hard over the years to help make these concepts concrete ideas for my students to remember and use on a daily basis while reading.  I was excited to see the list of strategies that Routman included in this chapter.  Making connections, monitoring your reading for meaning, determining what's most important, visualizing, asking questions, making inferences, and synthesizing.  These are ALL my strategies that I have been teaching!  Yay!!

Comprehension.  I feel like it is my biggest challenge as a reading teacher today.  I plan to refer back to this chapter in the coming years to remind myself of what I need to provide to my students to best teach them this life changing skill.  When your reading has meaning, that is truly when reading becomes so powerful and a love of literacy begins!

Jennifer Novak Chapter 8 -April Post

Chapter 8: Teach Comprehension

Reading comprehension was something that I always struggled with as a reader in school.  First I was a slow reader and had to reread passages a lot, making reading not enjoyable. I am not sure if I was never taught the right strategies or just slow to process what I read.    So I really loved this chapter on teaching children to comprehend what they read. 

In the beginning of the chapter, Routman discussed that there is great emphasis on word calling, automatically, and fluency in the early grades.  I would completely agree with this.  We are constantly assessing our students on their fluency.  However, how appropriate is it that a student can word call from the SRA manual or meet the fluency requirements in the SRA manual?  How well is this really assessing their comprehension? 

Students should be taught strategies to understand what they read.  We are always teaching strategies to decode words.  Making connections, determining the importance, visualizing, asking questions, and making inferences are all very important skills that must be taught in order to gain comprehension skills.  I use many of these skills when teaching my students how to comprehend what they are reading. 

Kelli Wolfe Blog Post #7 (March/April) Guided Reading

I like what Routman says in Chapter 10 of Reading Essentials:  Examine Guided Reading.  She reminds us at the very beginning that Guided Reading can take place at many different times during the day – not just during Guided Reading Group time.  She reminds us that Guided Reading is intended to be a time where students are in flexible groups and are “practicing what has already been demonstrated by the teacher.”  It is important that everyone know this definition.   I have recently observed a few guided reading groups where the teacher is just listening to the students read . . . there is no guided practice going on.  We need to remember to group our students in a way that allows us to get the most out of our time and to be sure they are practicing a skill or a strategy that has already been taught.  

What I liked most about this chapter centered around what Routman had to say about classroom management during a Reading Workshop model.  I, too, hear this question over and over!  “What do the other students do while I am meeting with a Guided Reading Group?”  And, “Creating these centers took me all weekend.”  I truly believe, and have experienced myself as a classroom teacher, that if students are engaged in what they are reading (because they are given choice) and are taught expectations, management will not be an issue.  Of course there will always be outliers, but overall, students pick up a routine very quickly and respond well when they know what the expectation is and are engaged in what they are doing/learning.  

In response to “creating centers,” I think this speaks mostly to teachers who think center work is worksheet work.  In reality, it should be the exact opposite.  I will admit that I have used games as center time . . . a figurative language sort or something of that nature.  I don’t think this scarred students for life, but I am not sure it was the best use of time either. Maybe if I had asked them to watch for examples of figurative language in a book they are reading and recording it in their notebook, they would have gotten more out of their time.  In that scenario, the student is doing the work . . . not the teacher.   It is definitely a paradigm shift and will probably be harder for those of us who have been teaching longer, but it is important that we give students the opportunity to think for themselves EVERY DAY!  Centers full of worksheets won’t do that.

Painter March-April Blog-Chapter 9-Shared Reading

As I was reading this chapter, one part really stuck out to me: "Recently, however, even in Kindergarten and grade 1, big books and enlarged texts have fallen out of favor as an emphasis on prepackaged programs has dominated reading instruction."  I agree with this and am guilty of this myself.  I know that I do not do shared read alouds as often as I used to in my classroom.  I try to squeeze in so much into the few hours I have causing shared read alouds to be put to the side at times.  As Routman mentions, students get vocabulary, fluency, inferring, and the list goes on, from that time. 

I am also guilty of pulling up a read aloud on you tube instead of taking the time to find the book in the library.  This is just not the same as me reading and stopping to discuss and think as I'M reading with my kids.  This chapter definitely hit home and reminded me of what I need to really go back to and make sure that I make more time for.  Shared reading is so important for the kids that I teach that haven't been read to as much at home. 

Sharon Doyle - March/April - The Final Post

     As I selected the topic for my final post for this course, it seemed to end where I began.  Earlier, I wrote from Debbie Miller's Is There Enough Time?.  To end, I looked to Routman in Chapter 12, You Only Have So Much Time.  I clearly see the word 'time' as a four-letter word.  I have yet to find a single teacher as we approach the final nine weeks of the year facing so many interruptions with testing, holidays, and general spring and summer fever, looking for additional curriculum at their grade level because all has been taught.  Instead, March Madness to me is equated with high anxiety, stress, and a general mood that describes one of guarded desperation.

    Routman brings me back to a more centered approach while I can almost hear her yelling, "Take a breath, people!"  She brings me back to those strategies that I know work: use your experience to plan well and embrace the craziness in your plans, remember to think about your goals and the necessities within the curriculum, ask yourself frequently 'why' and if you can't answer this with integrity, move on.  Also, at this time of year, it is important for students to feel satisfaction and success.  We don't want them to give up now, this is a critical time for them to feel empowered.  Engagement and encouragement sprinkled with genuine fun will go so much further than complicated skill and drill activities.  Students also need a sense of closure and recognition of just what they have accomplished.  Reviews that look like games that demonstrate to students a visible measure of what they have accomplished and recognition of what they may not have yet truly mastered provides the teacher and students with valuable information for this time of year. 

     Sometimes, I must remind myself that it is me, not them that has become fatigued.  As each assignment, checklist, and job bombards me, I become less capable of handling the mess.  Routman reminds us that when students are in the room, make every minute count.  This is a time to revisit the lesson plans, assess what has been accomplished and what is needed to lead them into the new year and close this year with a feeling of accomplishment.  This is also a time to evaluate, not so much the students, we know there is enough of that already required, but ourselves.  This is a time I ask my students how I have done for them.  Do they feel that I as a teacher have provided them the support they needed.  At the beginning of the year, I chart with students their expectations through interest surveys for me as their teacher.  I remind them of these ideas and we take a pulse of which have been fulfilled and what is left.  I also ask them if they as students have met their commitments to the class.  I find that this helps students to refocus as to why they are in the classroom and find it easier to maintain attention to the very end. 

      Finally, Routman reminds us of the need to maintain and create structure to maximize participation.  This time of year, we must structure every moment or our students fill the moments with their most creative ideas, not necessarily productive, but definitely creative.  Varying group dynamics with individual, small group, and whole group activities provides variety and interest.  Rubrics that are given at the beginning of the lesson help students maintain focus and holds students accountable.  Assessments that help me recognize 'strugglers' are also important allowing me to provide additional support for students who may not necessarily feel successful.  I want students to leave the year feeling successful and as stated earlier 'time' is the dreaded constant.

Rhonda Dickerson- March-April Blog

March-April Blog

Routman- Chapter 8- Teach Comprehension

This chapter nails it!  So many of my students can read with automaticity- they know every single word- yet they cannot tell very much about the story.  They have a difficult time sharing the main idea, giving a concise summary, discussing why the characters behave as they do, and discovering what the author’s purpose is.  I appreciate the “Try It, Apply It” sections in the chapter.  There are some excellent ideas to aim for in the classroom.

I agree 100% with the list of strategies teachers consider most important for helping them understand as they read.  I would have listed reread as my number one strategy.  “Trust what we do as a reader to guide our teaching.”  The research-based strategies do not dominate the list.  Then why do we spend most of our time on these?  Do we follow the research or go with our gut? 

When I conference with students, I encourage them to reread.  This, however, is not their favorite thing to do!  I hear comments like this: “Why should I read it again?  I already read it!”   I need to model this more when I read aloud to them or with them individually during conference time.  I must make this strategy more visible in the classroom.   I should show them that even adults go back and reread to make sense of text.  I am guilty of reading an entire page and then realizing I did not comprehend a single thing. My strategy- go back and read it again.  They have to understand this is okay to do.

The three simple, yet powerful self-monitoring questions on page 125 need to be in every student’s toolbox.  I am constantly telling them to ask themselves if it makes sense.  If it does not, stop and go back.  I love “Does this sound like language?”  as many will just insert a word that begins with the given letter and keep right on reading! I will add this one to my list!  When I meet with a student and he/she is already into the book, I will ask them to summarize or tell me what has happened so far.  This helps me assess if the student comprehends the text.  Many will show me pictures on the pages and jump to their favorite parts, while others like to start back at the beginning.  We are working on summarizing and focusing on the most important details. 

I appreciate that Routman included a section on keeping fluency in perspective.  Let’s don’t just call words- let’s understand what we read as we read fluently.  Just because a student can read an appropriate numbers of words per minute does not mean he/she comprehends the text. 

Perfect practice makes perfect reading.  It is, indeed, important to strategically teach strategies so the students eventually make them an invisible part of their personal reading.

Anderson's March/April Blog Post

Routman's Chapter 8: Emphasize Share Reading

This chapter was a little bit of a tug of war with the educator inside of me. Throughout the reading I found a few things in particular that really caught my attention. First, that shared reading should especially be done starting in second grade...pause for thought. When I taught second grade we used the Basal reader and had essentially a shared reading time every day - maybe some of the questions weren't structured the same way as the questions in the examples that Routman shared, or the lesson itself wasn't as diverse as those that were given as examples; however reading the same text while students had copies, me reading and them following along, stopping periodically and asking questions then doing some sort of follow up with the text after the story was always part of my daily lessons in second grade.

In kindergarten things are quite different though. When I continued reading I came across Routman's ideas for kindergarten: that they should primarily be rereading new, familiar, and favorite texts, using big books, maybe even a pointer to track reading, then follow this time with guided reading or independent reading. When imagining this in action I can't help but reflect on when I was in Kindergarten - my teacher with a Little Miss Muffet poem written on chart paper with homemade puppets, a star pointer, and a craft that followed. Not to offend my amazing kindergarten teacher but wow, how things changed. With expectations what they are now, and the resources that are available: it is possible for students to have a copy of a text (I don't have student copies of many texts however I do know they exist for Kindergarten), teachers to have a big book, and for so many more skills to be taught during this time. But that tug of war is still taking place...we are working so hard to individualize instruction that it seems we have moved away from whole group shared reading - but to guided reading, small group reading programs, and even push-in/pull-out programs that help students with reading skills. With how busy we are, how can we possibly do guided reading, shared reading, and independent reading daily?

I do love shared reading time, I do read alouds daily (unless this time is otherwise interrupted), and my students love being read to. There are so many skills you can reach through a good read aloud, as well as observations that you can make to help assess students' needs. I enjoyed reading through several of the examples Routman had in her book about what her shared reading time looked like in the upper grades - I would have liked to see her dialog and a more detailed layout of what her lesson would have looked like with Kindergarten to see how closely my read alouds (without group texts or big books) are to her shared reading times.

This chapter has confirmed that doing all three: guided reading (ReadWell), shared reading (whole group lesson), and independent reading is one of the more reliable ways to ensure that my students are getting the most out of our reading block.

Olivia Boykin Blog Post #6 Routman Chapter 12: You Only Have So Much Time

    “How do we do it all and not work sunrise to sunset every day of the week?  Teachers are burning out and retiring as quickly as they can in our district.”  (A group of K-5 teachers in Colorado p. 201) 

    This quote sums up my feelings almost perfectly.  I don’t feel that there is enough time in the day to do everything I need to do and I’m becoming more and more exhausted, getting less and less completed, and many of my students are still not showing they are retaining and applying the knowledge I thought they had obtained this year.  This book was published in 2003 and, even 13 years ago, Routman stated, “…more keeps getting added – curriculum, standards, mandates, new students, programs, in-service, materials, testing requirements – and that doesn’t include the demands of our own personal lives.”  (p. 202)  When she talks about a teacher declining an evening out because she had papers to grade I thought to myself, “That’s me, and I don’t want to be that person.”  An administrator once said to me, “Maybe you just need to find another career.  Maybe teaching just isn’t for you.”  That cut me to the bone because teaching is all I’ve ever wanted to do.  I know I just need to find a balance and find my happy place again. 

Routman says there are many things we can do during the school day to make our teaching lives easier and more efficient so the students aren’t having to do so much paperwork and we, as teachers, aren’t having to grade so many papers.  That sounds great!  Let’s see, I let my students “turn and talk” in math and science.  During small group time I call on students who don’t volunteer and guide and support their responses.  I make notes on each student’s struggles and comprehension.  I use a timer throughout the day to help keep us on track and to make sure we don’t spend too long on one thing.  I do utilize “student-led groups” (though this is a work in progress and is quite a bit of prep work in itself).  I don’t use my transition times as effectively as I used to, especially for my review in the hallways.  The disrespect and lack of caring has gotten to me and the review isn’t as effective when several people are using that time to giggle, talk, etc.  I suppose I can start the day by letting my students read science texts instead of working on a math review paper, but I just don’t feel I can allow them to have time to read a book of their choice, write a letter to someone, or talk about their reading with someone each morning.  As lovely as that sounds, those minutes count toward math and science in my room and I have no minutes to spare. 

Now, my question is this:  If we just talk about our learning, read about science and social studies, discover new things on our own, practice our math facts and skills, and read, read, read for learning and pleasure (my favorite thing to do, by the way) all the while making notes and talking to the students, where am I going to get grades for the students?  If I based my grades on oral answers to my questions in group discussions and/or on an individual basis I’d have at least double the current number of honor roll students every 9 weeks.  Most of my students can add and subtract if someone is there beside them to encourage them and/or walk them through the steps.  Most of my students will connect the dots when asked orally how landforms and earth changes are related and connected.  Put those same students in front of a piece of paper and ask those same questions and 7 times out of 10 they’ll answer incorrectly.  I’ve been in the situation where a child was graded based on what he could do and that child suffered for it because he couldn’t get extra help because his grades didn’t show he was struggling.  I’ve heard (too many times to count) parents say their children have never had a problem in school before because they’ve always been on the honor roll.  If I grade students based on observations and participation will it save me time grading papers?  Absolutely!  Will it show what they truly know when nobody is there to prompt them?  I truly can’t say it will.  Don’t we, as educators, have to show a range of data in order to have students considered for certain types of help if we see them struggling?  If I don’t have the students complete worksheets that I have to grade, how do I get the data?  Yes, I can start uploading everything to the computer and have the computer grade it for me.  Yes, that will save me time.  Should I spend part of my summer uploading items into itslearning for future years?  What happens when itslearning is no longer utilized?  People say it’s going to take our current students into high school, but so many programs have come and gone just in the 17 years I’ve been teaching that I can’t 100% believe that is true.  Do I feel comfortable putting a subtraction or addition math test on the computer?  Not really.  What about those students who followed the steps but made an error in calculation?  What about those students who wrote a number wrong when they copied the problem from the computer to their paper to work it out to get the answer?  Can the answer chosen tell me why they are struggling with this certain skill?  No, it can’t, so doesn’t that still mean I will have to look at and analyze the papers?  I’m not trying to be Negative Nancy, either!  I really want someone who: is a really good teacher, gets everything done during the school day, and leaves at a decent hour without taking work home to tell me – no, show me – how to do that, too.  I miss my family.  I miss reading books.  I miss sleep.  I miss my friends.  I miss having a life outside of school.         

Heather McCraw: Blog Post #6: Routman Chapter 5 Organize an Outstanding Classroom Library

I read the chapter on classroom libraries; how enlightening it was!! When I first started teaching 11 years ago, I never pushed independent reading the way we do today.  I had students keep a reading log for homework each week documenting a set number of weekly minutes spent on at-home reading. I also tried to have a daily drop everything and read time, but this was never a huge success. Independent reading sadly felt like somewhat a waste of my instructional time. L I really didn’t know what I was doing when it came to independent reading.

When our classroom libraries recently got enhanced by district allocated funds, I sorted my books into categories and levels. Now after reading this chapter, conviction sets in. I must have it all wrong!!! Last year as I was talking to Melissa Wells about my classroom library, I told her I don’t really like for students to use it. She held her face together in a neutral pose although I’m sure her insides were screaming, “YOU DON’T LIKE STUDENTS TO USE YOUR LIBRARY?!?” My response, “They mess it up.” I had spent my time sorting all the books into exactly the right spots where I wanted them to be and apparently the students didn’t understand this categorization. Routman’s suggestion: let students help you decide how to sort books, and have a “book caring” policy so students know how to take care of the library. Melissa, if you’re reading this, I DO let students use my library now! Thank you for labeling my books so I could release some of that control I had about the classroom library!

Another moment of conviction for me was in reading about forcing kids into levels. We are very strict about keeping kids in their ZPD so they’re growing the most as readers. But according to Routman, this is not really what makes kids grow as readers. Reading books develops comprehension; emphasis on levels probably turns many kids off to reading. Conferences between students and teachers can lead to selecting more appropriate books. Interesting!

Last thing that spoke to me was about having book recommendations so that kids get interested in what to read next. I used to love watching “Reading Rainbow” to see what cool books were recommended each week. Unfortunately I rarely went to the library to check out these recommended titles, however, if my teacher would have had them on hand in her classroom library with the title facing out, those recommended books would have likely been my next selection!

Elizabeth Graham Post 6: Routman's Chapter 6 & 7

As I read Chapters 6 and 7 in Routman's Reading Essentials, I was struck by the concept of "just right" books. As a teacher librarian I am all in favor of student choice for independent reading, but I recognize the reality that many students need help identifying what a "just-right" book is. This is something we talk about during our library classes. For example, our third grade students are reading chapter books and many of them take pride in walking around with the largest chapter book they can find on the shelves. Harry Potter #7 anyone? If the student is ready for this reading challenge, I am all for it. However, if they are not ready and are just imitating the look of a reader, they are wasting their time and giving us never opened books to reshelve. I have worked with our third graders to identify some accessible, high-interest book series, compared text sizes, discussed how some series and books have pictures and cartoons while others are text-heavy, all with the goal of making the students self-sufficient book selectors.

As far as making assessments part of reading, I like the idea of "teaching intentionally". Many times when I am reading a book to a class, I will let them know that at the end of the story I will be asking them a question and that they should pay attention and prepare their answer. For example, with the book, Churchill's Tale of Tails, Churchill the pig has lost his tail and tries on other animal tails to see how he likes them. The question for my students was, "If you could have an animal tail, what kind would you pick and why?" At the end of the story, students shared their choice. This kind of question or prompt helps students pay more attention to the details of the story. It also serves as a mini-assessment and lets me know if students followed the plot line and can make connections and meaning from what they heard.

Blair Wright Blog #6: Emphasize Shared Reading

   According to Routman, shared reading is an under used component in the teaching of reading. Shared reading is mainly used in kindergarten and first grade classrooms and casually fades away about 2nd grade. Routman however, says that it is needed through high school to help promote and demonstrate what good readers do when they read. Shared reading is a way to promote many aspects all at the same time.
   I remember as a child that my teacher used big books. My teacher would read the story to the class, the class would read a long, she would ask questions, introduce new words, etc. All of these are skills that good readers use when they read and she was teaching them to us all at the same time. As students are learning to read for the first time in kindergarten or 1st grade, this is terrific. I can see why it has faded as students get older. However, after reading this chapter I can see the benefits of using shared reading in the upper grades. Shared reading to me is almost as if you are experiencing the book together as a class, so at any age this would be beneficial to their learning.  It also gives many students who do not read on the same level an opportunity to be on an even playing field with the rest of their classmates. It can also help students to make connections with each other as they talk about the text. The chapter also indicated verbiage students and teachers can use when they are thinking out loud or turning and talking which encourages students to focus on the topic at hand and learn from one another. One of the best parts of shared reading is that it can be done with various types of texts, like poems, chapter books, and even nonfiction books. I agree that shared reading is an important component in reading that we cannot leave out.