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.