Blog Post 3: Olivia Boykin’s Routman Chapter 3

This chapter truly did speak to me because I am a life-long reader of anything and everything I can and could get my hands on to read.  Cereal boxes, drink containers, books of any reading level – it didn’t matter to me, I just wanted to read.  The same holds true today.  I can get lost in a book for hours and have no idea time has so quickly passed.  I reread books so many times they often fall apart – into multiple pieces.  I have owned and passed on so many books I can’t even imagine having to count the total.  I love having both a personal library at my home as well as a classroom library at school.  I do wish I had more room both places but, sadly, I don’t. 

I love that Routman expresses her love of reading to her students and I love the way in which she phrases it on page 24.  “…I want students to know I am compelled to read.  It is almost impossible for me not to read…Reading pervades my life and sustains me the same way friendship and love do.  Reading gives me joy, comfort, perspective, new ideas, questions to ponder, and connections to other lives.  I want nothing less for my students.”  She does, indeed, sum up my own feelings about reading so perfectly.  I’ll now be taking pictures of every library in my own home to share with my students.  I want to explain to them how they can and should keep up with what and who they read.  They need to record their opinions on each book, as well, to remind themselves if they want to read more by that author or more of a certain series.  I like that she admitted that she tried to keep a daily log of what and how much she read and found that it was “tedious and inauthentic” (p. 34) so she stopped doing that after just a few weeks.  She wants students to enjoy reading again, as I do.  She believes, as do I, that to require students to record so much information takes away from the enjoyment of reading.  I want them to find books that interest them and, if they can’t find something that makes their eyes light up from within, I want to help them find that special “something.”  I want children to devour books with ferociousness.  I want them to lose themselves in whatever it is they have chosen to read – be it a nonfiction book about earthquakes, a fairy tale about a girl with long blonde hair who lives in a tower, or a guidebook about the most magical place on Earth.  I do want them to discuss with friends (and with me) what they liked and didn’t like about the last book they read.  Having a list of “want to read books,” “who would like this book,” and “what I thought about this book” makes so much sense and we can incorporate technology into these lists in several different ways, only one of which would be Padlet.  I, personally, love a “cool” notebook and enjoy writing down my book titles, authors, and feelings about the book on a piece of paper.  Some students cringe when they have to hold a pencil and put thought to paper but see it as a game when they get to type.  As long as they are reading and sharing about what they read, it doesn’t matter to me the method.  Loving to read is loving to read – and that is half the battle.  =)

Blog Post 2: Olivia Boykin’s Moss Ch. 2

“IR refers to time students spend reading self-selected texts” (p. 11 – adapted from Gambrell et al. 2011).  As a math/science teacher, I miss having DEAR time each day and would like to figure out a way (sometime in the next year or two) to incorporate it into my science block.  I have so many books that directly relate to my science standards (except in the area of physical science) but have yet to devise a way for my students to effectively learn what they are supposed to learn (according to the standards) through what they read independently.  I do have a plan in my head but it will take more time than what we currently have available each day.  I do encourage my students to read my science content books any time we have even five minutes to “spare.”  I structure it now as I used to structure DEAR time years ago but I have added the Post-It notes aspect.  The students now write notes about things they: learned through their reading, found interesting, can relate to in some way, have questions about, etc.  We then share our notes in different ways – small group discussions, large group discussions, chart paper with different headings, etc.

Also, I feel that limiting a child’s book selection based on difficulty level is not the “right way” for my classroom library to be structured, as stated in the table on p. 14 under the ScSR column.  I believe there should be a compromise and students should be allowed to choose at least one book they want to read even if it isn’t on their reading level.  I’ve seen students who are unable to read thoroughly enjoy a book just by looking at the pictures.  Those students have learned something or just laughed because they were allowed to take a picture walk through a book in which the level was well beyond their reading capability.  I’ve had other students who were capable of reading at a very high level but occasionally enjoyed reading books at a lower level, as well.  “…IR is most effective when students choose their own reading materials” (p. 18 Moss).  “Letting kids choose what to read motivates them to read even when it is not required” (Ainley, Hidi, and Berndoff 2002).  I want my own children and my students to read for the love of reading.  I’ve seen students who loved reading become completely disinterested in it because they have been told what to read or have been given a goal to achieve that is tied to their reading.  Do I think we should challenge children by asking them to read some books at the top of their reading capability?  Yes.  Do I think we should allow all children to choose all of their reading selections freely with no help from a teacher?  No.  Do I believe there is a happy medium somewhere if we can just find it?  Absolutely.   

I do agree that students need to be exposed to and taught how to read different genres.  I like the idea of a Genre Wheel (p. 20) but did giggle a bit at the redundancy of “Historical History.”  J  Even if some students balk at reading certain genres, a feeling which I understand very well, they still need to read a little bit of everything in order to make a fully-informed decision about what they truly enjoy and what they honestly dislike.  They also need to realize that sometimes we need to read certain types of writing based on the reason we are reading that genre.  Is it for fun/pleasure, homework, personal research, school-based research, etc?  They may surprise themselves at what they found interesting and enjoyed.    

Blog Post 1: Olivia Boykin’s Miller Ch. 1

I loved that Debbie Miller wrote what she thought about schools' daily activities and didn’t worry about offending anyone with her opinions.  Many of her thoughts mirror my own regarding activities that take up so much time that could be utilized more effectively in other ways.  I especially appreciated the story of “the guarded bench” because it made me realize I am guarding certain procedures and lessons that need to be changed. 

I, myself, waste so much time, in and out of the classroom, that could be better used elsewhere.  Bathroom breaks and waiting on students to “be ready” in the classroom are probably the biggest time sucks for me this year.  I’d like to change this but the way in which to do that escapes me.  I have stooped to micro-managing the order in which certain students go to the bathroom because there are some who “dilly-dally” and waste precious time.  Those are the ones who now go in first so they’ll get out first.  I guess my next step is to start using a stopwatch.  I feel this is ridiculous so I’m open to suggestions.  I’m also open to suggestions on how to better manage our time in class.  Classroom management has never been a problem for me.  Even when I did my student teaching I was told I was a “natural” when it came to management.  I commanded respect without having to raise my voice or do anything other than raise my eyebrows and maybe state the words, “I have a concern.”  Over the years I’ve taken more names, issued more silent lunches and partial recesses, and recently I’m giving out “tickets” to any students I see who happen to be focused and following directions.  I’m rewarding students left and right for doing what is expected!!!  The students who cause most of the problems don’t seem to mind not getting rewards, their behavior isn’t changing, and our lost class time is still being taken.  I find myself taking deep breaths more and more now and I don’t like it. 

I did stop guarding the KLEW chart (what you think you Know, what you Learned, Evidence of your learning, what you still Want to know) “bench” after talking to one of my fellow teachers and then reading this chapter.  I realize my current students don’t “get” the concept so I had them type on a Padlet some of the parts of our traditional KLEW charts.  In this way I find out what I need to discover, the students get to use technology and practice typing, the students think it’s “fun,” and those students who struggle a great deal are able to “get a clue” by looking at what other people are typing.  Having a new colleague who teaches the same subjects I teach is also helping me discover my other “guarded benches” because she very nicely asks me, “What do we NEED to do?  Why?  What’s the ultimate goal?  Can we do it a different way?”  It has been nice to have someone with which to plan and to see how I could do something better and more effectively.  She’s also been trying to help me figure out how to accomplish things more efficiently since that’s definitely my biggest weakness.

This chapter is about finding the time for independent reading.  I know that, however, I was able to find so much more meaning within its pages.  “It’s our job to do everything we can to equip children with the tools they need to stay engaged and motivated when we’re not there….” (pp. 8-9, Miller)  This quote refers to reading, but I feel strongly and resolutely that it also applies to our students’ and children’s day-to-day lives, both academic, behavioral, and social lives.

Elizabeth Graham's Blog Post #3: Teach with a Sense of Urgency

In Chapter 4, "Teach with a Sense of Urgency", Routman provides practical ways to evaluate and reflect on our teaching practice in order to provide what our students need. This is something I relate to because I am always looking for ways to improve my lessons and instructions. The urgency comes in for me in that our students need to learn right now and we have to be on top of our game. If I don't know how to teach something, then I must take responsibility for learning how to do it. My students deserve this and, as Routman says, "Do not let your students down".

A practice I want to adopt is included with Interactive Reading tips. When doing a read aloud, I often ask questions as we read to allow students to make observations or to predict what might happen next. I will try Routman's idea to give students a partner share minute or two so that everyone gets a chance to voice their ideas not just one or two "stars" that always pop up with an answer. On reflection, this would increase student engagement and lend some interactivity to the lesson.

Stacy Crump- Chapter 3-Miller

      I like that this chapter gives us an idea of what an efficient reading classroom looks like.   A good reading lesson starts with a plan. The teacher and students are active participants. Great lessons begin with a focus lesson. These lessons target skills or ideas that the teacher is bringing to the class. I love this idea and use this approach in my math class. Students are then given the opportunity to practice. Students read independently while the teacher monitors and conferences. Classrooms are full of books of various genres and reading levels. Students are learning to explore and appreciate various genres. Students are being exposed to thinking and reflecting strategies.   Classrooms have worked to improve the stamina of independent reading. The teacher is monitoring. Students are focused.  After independent reading, students regroup for sharing. Students share about a given topic or reflect on what they read with their peers. I like how this strategy may hold the readers more accountable. They will need to come back from reading with something to share. 

 Tips I gathered: 

1) The successful classrooms are streamlining time wasters. Lining up, morning announcements, changing classes have been worked to take up minimal class time. 

2) Children are being taught to choose books wisely.  This may mean the teacher picks three books, and then the student chooses from those by personal interest.  I think this would be helpful.

2) Teachers provide reasons to explore different genres ,give support to students as they read various books, and look to find which genres they favor.

3)I like that the reading classroom is a very fluid environment. Students and teachers are constantly adjusting to meet the reading needs of each other. 

  

If I do go back to being a core reading teacher, I hope that I am to juggle all of this. I worry about our older students moving to middle school with low reading / comprehending abilities. Higher level textbooks are tough. I hope that elementary schools will continue to use pull out programs  to help these students. 

JoAnn James
Section 3 An Instructional Framework for Supporting Classroom Independent Reading

I LOVE this section.  If a teacher was just lost and did not know how to set up IR in their classroom this is the section for them!  The section is set up with tactics each tactic giving  steps to the goal of supported IR.  I think this is so helpful to a teacher who is just trying out IR.  Tactic 4 & 5 are the meat of this section.  These tactics help guide teachers to the best way to conference and create accountability.  To me that is the basis of conferencing, making sure students are accountable for what they are reading.  If a teacher wants to differentiate instruction the easiest way, that was pointed out in this section, is to conference and determine what each students needs.  I love the guidelines for monitoring IR.  What do we pay attention to, so we can use this information to differentiate wisely.  I love everything about all of this.  My favorite section so far.  Extremely useful.

L Ebron- Routman ch 4

Focus on language acquisition, not just letters...

Sending kindergartners...to work on phonemic awareness or sounds in isolation when they are missing a read-aloud or shared reading or rich reading/writing experiences in the classroom makes no sense.

YES! My reading curriculum focuses so much on the mechanics of reading- skill and drill. I have to remember to find time to actually read with my students. After all, the majority of them have language delays, so they need to hear and experience language before they can become literate. We all know children who can call words, but cannot understand a word of what they read. I don't want my students to end up in that category.

Blog 3: Blair Wright - Urgency!

There is so little time and so much to do....how many times have we heard, or even said, this statement ourselves? There should be a sense of urgency in teaching, but not in the sense of just going through the motions day in and day out. Rather, we need to make every moment count by making learning meaningful. Routman really hit the nail on the head in this chapter when talking about the quality of teaching reading over the quantity. Learning is not a one size fits all and our students are not robots either. By taking the time to find out what students needs and make that our focus we can really show personal student growth,

Routman also eludes to the Optimal Learning Model in this chapter. This is a model that moves students from dependence to independence in their learning. In order to do this, the method focuses on demonstration and modeling. What I like about this model personally, is that it is something we are already doing. We show kids how things should be done and talk them through the process in order for them to hopefully be able to do it on their own in the end, gradually letting go along the way.  As a teacher, the ultimate goal for my students is to make them independent thinkers.. I feel that is one of the biggest challenges today with students is that they are not thinkers. Many of them have always had someone do everything for them, so when we ask them to be more independent and think...they are lost. This is not a skill that will come naturally to students, therefore it is vital that we continue to model these skills in all aspects of school from the classroom to even the lunchroom and recess. All of these parts working together can make the whole stronger and better prepared for what is to come.

L Ebron- Ch. 3 Routman

Share your reading life? I don't read; not for pleasure, anyway. I used to read all the time when I was younger. I was that kid that looked forward to Saturday trips to the library. Now I'm trying to remember when that all came to an end. Nowadays, I only read in order to learn something. Not exactly what I would call pleasurable. I'm either reading financial books or Facebook. But wait, I do read at least two books to my toddler each night.

So, I guess I'll have to "fake it til I make it" in order to teach my students the joys of reading. I'm sure they don't want to hear about the financial things I'm reading now. I've started by discussing with my students why reading is important. This led to teaching my students what "Read to Self" looks like. We've been practicing reading words and pictures, handling books properly (I've had to repair many books), and reading the whole time.

At the top of my to do list are:
-incorporate the Daily 5
-author/book studies
- write your own book

Karen James # 3 Sharing Your Reading

I really enjoyed the many ways the book discussed how teachers can share their reading.  Student really do want to be like their teachers.  By sharing your reading life students get sense of who you are and why reading is so important.  Letting students see this side of teachers helps establish your classroom as a "reading world".  It also provides that real world connection that sometimes gets lost in reading instruction.  Student knows how important reading is to being successful with academics but do they know reading is fun!  Modeling the joy reading brings will help students to see the pleasure in reading as well as the importance of reading.

Karen James Section #2 Why Independent Reading Matters

I agree that students need IR time in the classroom and that is crucial to student improvement in reading. Allowing student to read a book of their choice provides balance in a "school world" of have to read text.  Most importantly giving students time to read fosters motivation to read outside the classroom.  Which for me is my number one goal as a teacher, to instill a love of reading that lasts long after students have left my class.  This summer I read the Book Whisperer and it was like a "ah ah" moment.  What do "real" people do as readers?  They read books that they want to read.  I want my students to read because they can't wait to see what happens next and to use a new strategy we discussed in class.  I want to be there if they get stuck or want to share.  The perfect reason to provide the IR time in the classroom.


During the IR times is a great way to interact with students through conferencing and small group instruction.  Teachers can pinpoint what students need as well as interact with them as readers.  Teacher can know that Johnny is only read realistic fiction and that he might also enjoy sci-fi.  Presenting students with different genres and defining them is great way to know the different types, but allowing students to then have class time to read a genre discussed promotes literacy.


Having access to many types of texts opens students to worlds they may never have known existed.  My favorite part of Woodland Heights is that kids can checkout 5 books each week and they are encouraged to get different genres.  Classroom libraries are just as important. They tell students that reading is valued in this room. 


As teachers we must cultivate a climate of readers through modeling what good readers do and providing students opportunity to interact with text.  I know for my students, my goal is for them to find the book that transports to a place that keeps them wanting more books.

Karen James Section # 1 Is There Enough Time

I have always said that reading should be practiced much like math facts.  Students learn math facts by constantly reviewing them through fast facts and math problems they encounter in the classroom.  Reading should be similar.  Students should have the opportunity to read a book of their choosing to "practice" the strategies(facts) they have learned in class.  Just as students' confidence grows as they learn their math facts with accuracy and speed, that same confidence can grow as students have time to improve their reading accuracy and speed. 


Reading Workshop is a great way to organize a classroom that allows for independent reading.  Teachers can  model good reading strategies and allow students time to use the strategy.  While all this is going on, teachers can get to know their students as readers through conferencing.  Providing students with the time to read shows them the value of reading under the guidance of the teacher. 


When I first began using Reading Workshop, I too thought where am I going to find time.  It is difficult and some days RW doesn't always work like it does in books.  I try to start RW the second nine weeks because it does take time to get to know your students and there are state and district requirements that have to be met.  Once procedures are in place and students begin this process it does work and I have seen reading confidence and levels grow.  I do think teachers want to use this model but struggle with the demands of high stake testing preparation for their students and time is an issue. 

Melissa Parris...Routman, Chapter 3: Share Your Reading Life

I agree that teachers have a responsibility to share their reading lives with their students.  I think it is difficult for a teacher to share a lot about her reading life with very young readers.  I do tell my students that one of my favorite things to do on weekends, holidays, and in the summer is to read.  They know that I have a "Books I Want to Read" list.  I love to talk to my students about my favorite children's books and I think they can relate better to these conversations.  I know that sharing my enthusiasm for Junie B. Jones books has creates a mad dash for those books in our school library and the county library.  I can also create demand for Pete the Cat, Curious George, and Franklin books simply by telling students how much I enjoy them. I think it would be tremendous fun to have a book club for young students at WHES...and maybe someday when I have less on my plate, I will try it.  

I know that I need to improve on sharing the types of reading I do with my students.  They really only know of the reading I do for fun, but I do reading for this class, for church, for Bible study.  I also read the paper, magazines, blogs and social media.  This is the area I will make a concerted effort to improve.

Angelica Guevara October Blog 3 Routman Chapter 3: Share Your Reading Life

Routman Chapter 3

In this Chapter Routman talks about how she introduces herself to her students as a reader. I really enjoyed this chapter. I wanted to quote every sentence and reflect on all of them, but I don’t know if that is even legal! So I chose the sentences that stood out the most to me and reflected on how they connect with me as an educator.

·         “Many students will not see and feel the power of reading without your enthusiasm and modeling”

TRUTH…I AGREE. I remember the different ways in which I learned how to read and the teachers I learned the most from were the ones that showed excitement in what they were teaching.  You can bet I was falling asleep on the ones that used the monotone voice and the lack of interest in what they were teaching. I always use voices annotation, facial expressions, and even body language when I want the children to get into the literature I am reading to them. I see them using the same excitement when they are reading something they are enjoying. Some even run to tell me about the book they are reading and they know I will show interest in what they bring to my attention

·         “Even students with reading disabilities can become proficient readers if their interest in the subject is great enough.”

Although this may be hard, it is true. These children have to work extra hard to achieve this. Most of my students come to me with little to no interest in reading. Most likely for two reasons. The first reason is their lack of exposure to literature and the second is their difficulty in processing literacy comprehension. So, as educators we have to model how much fun reading can be, we have to teach them about different genres, and we have to feed off of what the children’s interests are. I do all of this with our reading club. Sometimes we are in a reading club with other classes and other times we do a reading club with only the students in our class. Routman writes about the influence book clubs have on her life and how being in a reading club helps her find interest in books she may like to read. Having a reading club gives the kids an extra push to want to read. They want to read and earn points, rewards, and enjoy the competition of reading more books than others. The more books the top reader reads, the more books the rest of the class will read to try to catch up. The reading club also opens conversation amongst the children and suggestions about what they read and what they liked.

Miller Chapter 2 -Stacy Crump

    I enjoyed reading this chapter as I felt that several good points were made. I I was interested in the notation about the element of time.  How strong readers can handle a thirty minute reading session--they have developed the stamina and skills to read and learn in this time frame.  Our lower, struggling readers cannot do this.  This is an overwhelming task to them.  Just like with exercise, one doesn't start running 20 miles on day 1.  One must work up to that.  Our lowest readers need that same "training" time in order to be successful.  A smaller amount of time may be more effective for them.  I think this is very true.
     I also thought the statement, " a text appropriate in word choice may not be appropriate in comprehension," was an AHA moment.  Just because a book is on a child's level and he/she can call the words, does not make comprehension a given.  I am curious to know how to find this out.  We use STAR which gives us a starting point.  We see their AR scores.  Some students do poorly because of the inability to comprehend what they have read even if by the numbers, the book is appropriate.
     I loved the genre wheel model.  I would love to incorporate that into my classroom.  The text stated that we much teach children how to read different genres.  We all use different strategies when presented with various types of reading.  Informational text strategies differ from fictional text strategies.  Children must be exposed to all genres and taught how to tackle each one.
     I loved the role as teacher--not sitting back and watching but as an active participant.  Conferencing, listening to students read, questioning and discussing reading strategies all proved effective with growing readers.  I also thought of Delaney and her pull out program.  Several of my lowest readers grew a great deal last year with her work.  Pull out programs are beneficial to the needs of struggling readers.  I hope our pull-out program continues.
     Finally, I liked the student accountability.  For many students, the teacher cannot just say READ and expect everyone to do just that.  Reading logs, written responses, and story summaries are all great ways to determine comprehension and participation in a classroom reading program.
     This article gave me, a math teacher, a better idea of the role a teacher plays in developing her readers in the upper grades.  Good readers will grow with guidance from the teacher because most of them have a love for reading.  Those who struggle....must be coerced..with love...and guidance...to find a place in the reading classroom where they can be comfortable and successful.

Caroline Josey Post #2 Miller Chapter 2

To grow as independent readers, students need

·         Classroom time to read

·         To choose what they read

·         Explicit instruction about what, why, and how readers read

·         To read a lot: a large number of books and variety of texts

·         Access to texts

·         Teacher monitoring, assessment, and support during IR

·         To talk about what they read

I feel that my students get most of this during their independent reading time. However, they do not get to choose everything they read. Miller says “Students need to be able to choose what they read.” I do not totally agree with this statement. My students are allowed to get four books from the library and three of the four have to be on or slightly above their instructional reading level and one book can be any book of their choice. I do this because I have several students reading on a 4^th and 5th grade level and they are getting books on a first grade level and vice versa. I have had one student read the same book about three times a day since the first day of school. If I let him, he would read the same book all day every day until summer break. Shamefully, I hid the book from him.

“Core reading programs don’t provide that “volumizing” boost that students, especially poorer readers, need.” ( Miller 24)

Some teachers rely only on basal readers to give students reading practices and it may work in some classrooms. I noticed, right of the bat, that it was not going to work in my classroom. The basal reader may have been on one of my students levels. For the others, it was either too hard or too easy and they were bored. I decided to offer a variety of texts during guided reading and so far they love it! 

Caroline Josey Post #1 Miller Chapter 1

“I hear you. If I had more minutes in the day, I really would give independent reading time a try. But my day is jam-packed as it is—I can’t imagine squeezing in one more thing” (Miller pg. 2).

I disagree with this quote. I think independent reading is an integral part of the day and I have no problem scheduling time for this to take place. I enjoy getting to know my students as readers and watching them learn and grow. They get so excited to read to me and they get even more excited to take AR tests and make 100’s. Miller says that we teach kids how to read and we show them best practices but we don’t give them enough time to use these learned skills. The first line in chapter 1 says “Children learn to read by reading… but not without instructional support.” I do find it difficult to provide individual instructional support for each student along with taking lunch count and attendance. I want my students to have the full effect of independent reading and am going to try my best to make it happen!

Christie Summers Blog 3 "Reading LIfe"

  It just makes sense as a teacher to express the love of reading to our students. We are the models for what we are teaching. Being an active reader and sharing the joys of reading is a wonderful hook. It shows the students that we are more than just the teacher. It shows that we are people outside of school with interests. The interest of reading is a valuable teaching tool.
  Outwardly expressing ourselves as lovers of reading will motivate our students to become fans of reading too. I like the idea of talking to the students about having a personal space for books. This helps give the students ownership and control of being a reader. Sharing what we are reading, when appropriate, is a good idea. It tells the students that reading is a gift to be shared. When we enjoy something, we naturally want to tell others. Students telling others about a book demonstrates a love of reading.
  Some children may not know how to choose a book. I think that as a teacher, if I share with them how I choose books, they will have a real life guide. I can tell the students that I first look at the cover and if it gets my attention, I open the book up. They will be sure to study the cover of a book instead of passing it by. I can tell the children that my favorite genre is mysteries. I am willing to be they will seek out a mystery book. We are book talkers for our students. I think this is a great way to put them on the path to reading.

Christie Summers Blog 2 "Why Not?"

  Independent reading is valuable in the classroom. As stated in the article, studies prove this. When students read independently in school, they are enabled to increase fluency, reading rate, boost vocabulary, and go beyond their reading level. I personally believe independent reading can also "hook" a student, and in return create a love of reading.
  Again, time is a reality. It seems to me that time is the number one problem that keeps us from diving into independent reading. Other tools need to be implemented such as monitoring, a vast amount of books to choose from, and conferencing with students. I am more than willing to provide these tools. I cannot control the time factor. If time were not an issue, I believe we would see a dramatic increase in independent reading in our classrooms.
  I do agree that classroom libraries need to be stocked with a variety of genres and levels. I agree that we as the teacher should talk up the genres. I am sure there are genres that some children have not heard of. I think that by introducing each genre and spending time getting to know them, children will develop an interest in other areas. Maybe the girl who loves fairy tales will develop and interest in mysteries. Maybe the boy who only wants to read joke books will learn to enjoy biographies.

Christie Summers Blog 1 "Not This"

  First, I want to say that I am a "fan" of Debbie Miller. So, I was excited to read this selection. In true Debbie Miller style, her professional ideas and techniques are clear and concise. She said that children need to practice reading in order to become better readers. Well, of course! However, is it really that simple?
  As a teacher, I need to give my students adequate time to practice their reading skills. Sounds easy enough, right? Oh, how I wish! If I could, I would spend every minute of my classroom time teaching reading, having the children read, and guiding them through the process. However, time is not on my side in the classroom. I must navigate through the other subjects I am required to teach. I have to feed the  babies. I have to send them off to PE, Music, Library, Art, and Computer. I send them outside for a much needed break to run, romp, and yell at the top of their lungs. There goes the day in kindergarten.
  I do agree with Miller that we can "find" the time to incorporate independent reading. The problem is what can we "legally" leave out or swap for this valuable spot of time? I do not agree that calendar time should be omitted in the early grades. In kindergarten, calendar time is not just calendar. We teach a ton of math lessons during this time. So, as an old school kindergarten teacher, I just can't let go of my calendar time. Thank goodness for recess time. Children need to be free to play, even if it is for just twenty minutes. So, what can I do?
  My first thought is independent reading can be done during the morning in place of morning work. My children enter the classroom, unpack, and either begin morning work or go to a center. I can swap my usual morning assignment for independent reading. This may be a good time for the children to keep calm. Five year olds do not usually remain calm after entering the room! Independent reading just might help with that. So, let's give it a go!

Detra Stevens Blog #3 Share your Reading Life

I have never thought about presenting myself to the class as a reader.  I talk about how reading is important, but I have never expressed my joy for reading to my class. 

I feel I demonstrate and model but I don’t share why I read personally or even my personal reading habits.  I think I am going to share this with my class.  I feel if they see my enthusiasm as a reader, just maybe more of my students will feel the power of reading.

Routman talks about how book clubs work.  I really enjoyed this section. I am going to try this with my students.  Allowing them time to talk to peers about the book they enjoyed the most may get them more excited about reading.  Routman states that a peer’s enthusiasm for a book will do more to entice a student reader than anything else.  I am also excited about trying the idea a kindergarten teacher, Karen Sher, does in her class.  Instead of bringing in an object to share, students bring in a book to share with the class.

Routman says to think about what gives you pleasure as a reader and bring it into the classroom.  This is something I can definitely do with no problem.  I can’t wait to put into play more of the strategies mentioned in this chapter that I am not already doing.

Detra Stevens Blog Post 2 "Why Not? What Works?

We all know reading is essential and the benefits of reading!  Reading is powerful and essential!  The author noted in this chapter that IR develops background knowledge, improves fluency and comprehension, heightens motivation, increase reading achievement, helps students broaden vocabulary, and the list goes on and on.  So, why not get students reading and have more time for IR?  I can honestly say I am guilty of not allowing my students more IR time in the classroom. This is an area I am working on, because I want my students to reap the benefits of reading.

 

I do feel I give my students a variety of text to choose from.  I need to work on organizing my selection of books for the children.  This is something I am currently working on.  The author states that students read more, understand more and are more likely to continue reading when they have the opportunity to choose what they read!  I really agree with that statement!

At the beginning of school I felt like some of parents do.  I felt like my student can’t actually read, so why spend a lot of time on IR.  I can devote that time to something else.  Well, now that I am spending more time with IR, I can see the enjoyment and how my student are really engaged when they are READING!!!!!  They are so excited to share and tell me all about what they read!!!!! 

Kelly Anderson Blog Post 3 Pervading Life

"Reading pervades my life and sustains me the same way friendship and love do. Reading gives me joy, comfort, perspective, new ideas, questions to ponder, and connections to others lives. I want nothing less for my students."

I read these few lines over and over again when I read this chapter. I have been so torn about my feelings for this book. (On a side note I can't determine if those feelings are because I am in a constant state of panic about my endless "To-Do:" list that Routman's text are on that never seems to get any shorter, or if it is because I don't like the feeling I'm left with when reading Routman's ideas about how to make time for independent reading even if it means sacrificing other valuable times of the day.) But when I read those lines the reader in me connected. I know that feeling when I sink into the hammock swing on a Saturday and I feel my soul become rejuvenated. I genuinely love to read and become invested in the lives of the characters I read about. I connect with them and become a part of their story, their story "pervades my life and sustains me the same way friendship and love do".  Don't get me wrong, the love I have for my husband and for my family is uncomparable, however I am all in when it comes to the books I read.

Independent reading in Kindergarten is so different from independent reading when I was in second grade. My students now tell me "I don't know how to read", and we start with the beginnings of reading - pictures. I model what good readers do and don't do, I show them my books and share the characters with them and the adventures they take me on (when appropriate of course). I see my students get excited, though that light quickly fizzles out when they are left on their own to make the investment in their story. However after we do our independent reading (we are working on our reading stamina...slow and steady wins the race ya' know) we have a share time at the end, and every single child wants to share. I see the investment they are making: the connections to the characters, the excitement in the adventures, the exploring they will do in the setting, and the emotion they will feel when they reach the end. Even in Kindergarten the texts they read are pervading their lives...not all texts, but we see the moments when they do and celebrate with them because we want nothing less.

Rhonda Dickerson- Blog 3

Routman- Chapter 3- Share Your Reading Life

I love this chapter!  The author confirms many of my beliefs. I enjoy reading and want my students to enjoy reading and become life-long readers.  I want them to read for enjoyment and escape.  Yes, we have to read to learn, but we can also read for fun.  My students do keep reading logs (although not as detailed as the example in the chapter) so I can conference and discuss the books with them.  Sometimes they do need to be guided toward an appealing book or a just right book and the log helps me steer them in the right direction. 

 Each nine weeks I print out the Student Reading Record so each student can be reminded of all the wonderful books he/she has read.  They love to go to their personal bookshelf in AR and look at all the books they’ve read.  

Painter-Blog 3, Routman, Share Your Reading Life

Sharing what I am reading is something I have never really done with my students.  I hadn't really thought about it until I read this chapter.  However, I did try it by actually showing the students this particular book, a magazine, and several other genres that I've read lately.  I could tell that his was an eye opener for some.  We discussed the reasons that I read and made a chart of "Reader's read to...learn more words, for fun, learn facts, etc."  I liked forming this connection with them and letting them see that I do read too!

I have also already gone back and demonstrated with my students how to browse for books for their bags.  I do this at the beginning but I think a refresher was already needed.  We get into such a routine and assume the students are picking "just right" books but conferencing helped me to see that not all of my students were.

I want to try a reading record for my students to keep in their bag of books but want to come up with something simple enough that it doesn't take 10 (or more) of our 30 minutes of reading time to complete.  With some students, simply writing the title and genre could take that long.  

Routman suggests to "think about what brings you pleasure as a reader, and bring that into the classroom."  I think this can be such a powerful connection for my students to see examples of what I enjoy reading.  If I can find something that each child likes to read, he/she will be more successful at becoming a reader.

Maggie Delaney October Blog 3

In Routman's third chapter, "Share Your Reading Life", the need for teachers to share their personal reading story is emphasized.  It is our job as a teacher to instill a LOVE of reading in our students.  Of course we want them to know how to read so they can learn (standards, testing, etc.) but I agree that developing a lifelong habit of reading for pleasure is the top priority.  And don't you learn more when you CHOOSE to read rather than being FORCED to read?

I have always enjoyed my current role in the educational world.  Being a "reading interventionist" not only allows me to work with below grade level students and teach them strategies and skills needed to improve their reading (especially their comprehension), but I am so fortunate in that I don't have to worry as much about "am I teaching the standards".  In other words, I feel like I am able to instill that love of reading.  We don't do AR in my room.  We don't look at levels or dots in my room.  We don't take "tests" in my room.  I don't tell kids what they will read in my room.  There is freedom to chose ANY book you want to read in my room.  What we do do in my room is READ!  (By the way, there is accountability...I do give grades on their responses to their reading).  And you know what?  My students LOVE it!!  They are always begging to stay longer just so we can read MORE!!  We just read to read!

This chapter did give me several great ideas of ways to share my reading life with my students.  So many of our students are not surrounded by books or readers.  I think sometimes we forget to maybe show/explain the obvious.  I will definitely be bringing in my stack of books on my nightstand and sharing with my kids why I read what I read!!!

Kelly Schachner: Blog #3 Routman Chapter 3

     Sharing my reading life? As a teacher, I have never thought about sharing what I read with my students. I am not certain why this never crossed my mind. It seems logical, necessary, and sensible, but maybe not practical. (At least not what I read at times!) I enjoy reading Smithsonian Magazine, Good Housekeeping articles, and home decorating and design magazines. Not exactly "hot topics" for students of grade-school age. These articles are mainly "what to do" or "what not to do" informational passages. IF I choose to read, it is usually to learn more about something; anything.
      Reading for the pure joy of reading? I rarely partake in this. Maybe, occasionally, I might choose to read a children's book that I have never read, but that is really the only time I read for pleasure.  I have never been a "fluff" person and I think I view reading fiction as "fluff" reading. Also, because I am busy, I do not make the time to read something that is not going to make a difference in my life in some way. (Practical, huh?)
    When I hear folks discussing a great book, I sometimes get a bit envious. I have tried to read the same book, but I don't last long in a fictional world. Reality is where I seem to want to stay.
     I do not believe that this makes me a bad reading teacher. I can, and will, read most of the books in my classroom library. So, when my children want to discuss a book, I do have some knowledge of what they are reading. I do say things like, "Oh, I love that book. It was one of my favorites!" I will know just enough about most books that we can discuss the important elements.
    One thing I want to do is obtain more informational books for my classroom library so that I can turn them on to that type of reading and we can share what we learn together.

Sharon Doyle - Blogpost #3: Routman, Chapter 4 Teach with a Sense of Urgency

      Urgency is a word that sometimes conjures up stress and anxiety, but Routman does not portray such an image as she explains the concept of making every teaching moment count for the teacher and the students.  The goal for all students should be independence.  We are not teaching children to remain dependent or children.  We want them to begin the process of thinking, creating, and developing as independent beings and this can only happen with dedicated teachers providing students with strong toolboxes for learning. There appears to be a general theme in both of the texts we are currently reading and that is providing students with enough challenge to engage, enough help to support, and enough strategies to educate them to success.  Routman stresses the need to bond with students building a healthy relationship where students feel safe, cared for, and important to their own learning processes.

     Most important in this chapter is to recognize just what students need to improve their skills and how the teacher can effectively provide it.  A classroom must be engaged initially in building relationships where students are safe to be risk takers and where students can learn in integrated ways (Yay, WHES).  It is important that skills not be taught in isolation, but within a context of more complex learning concepts and ideas.  Allowing for this mini-lesson approach when the need arises seems to me would be more efficient as to time management and more effective for long term memory.  An old idea of theme-based learning comes to mind as I read parts of this chapter. 

     A final and very critical point found in this chapter is the connection between reading and writing.  In working with students on their writing, I know from personal experience that once engaged students love to write about themselves or a personal story.  When I explain to them the need to read their own writing like a reader rather than the writer, I get puzzled looks until I share with them a particularly boring piece of writing that I have written for this purpose.  Students begin to let me know that this is not very interesting and when I ask them if they want to read more, a resounding “No” is heard.  I then point out to them that they are asking me to read this kind of writing all the time and that readers are far more critical and want to be engaged with what they read.  I challenge them to write like a reader and the results are often quite different.  Seems like someone mentioned the idea of ‘high expectations’ – you better believe it.

Sharon Doyle - Blogpost #2: Miller, Why Independent Reading Matters and the Best Practices to Support it.

     Moss reminds us of some obvious things that we as teachers in our discussions see as important to the reading process and couples it with a challenge to our practices that are sometimes contradictory to those very ideals couched under the premise of the concept of independent reading. The research is mixed, but one thing is clear, students who read, read better. Moss provides a strong research based support of the idea of independent reading both in and out of school.  A major premise for not scheduling blocks of time for independent reading inside the school day include management issues, lack of appropriate materials, and wide level differences requiring different support and scaffolding.  Each of these reasons are certainly valid and every teacher strains daily to balance what they know to be best practice against that which is simply too difficult to execute given school parameters or our willingness to take the time to see a process through to a measurable end. 

     Of greatest interest to me was the table of teacher behaviors that lead to student success in IR.  Personally, until I began reading about reading, I never considered the teacher behaviors as that important to the success of their students as long as they were teaching by accepted and prescribed methods.  As a child, I entered school as a reader and handled non-fiction as easily as a bedtime story.   I was well into teaching before I genuinely realized that good readers approach reading in a very different manner than struggling readers and that I as a teacher had to point this out to them if I hoped to assist them with their learning.  What can we do to assist a struggling reader?  We must diagnose their issues and teach them.  Explicit lessons in book selection (choice not told), modeling of reading strategies (think alouds), providing feedback (I noticed…), conferences (checking in), accountability (comprehension checks), and group discussions all contribute to readers becoming aware of their reading and provides them with a plan of attack.

      Good readers read.  Good readers formulate mental pictures that bring meaning and context to their reading.  Good readers ask themselves questions as they read.  Good readers know that not all genres can be read or approached in the same manner.  Good readers read what they want to read and often skim those not as interesting.  Good readers read punctuation.  Good readers vary their speed of reading based on the needs of the text.  Oh, did I say this already – Good readers read – let’s give them some time dedicated to their own self-selected reading interests and let them teach us about what they have read.

Julie Brown

Blog Post #3

Share Your Reading Life

I think we all would agree that passion for something is infectious.  Many of us are passionate about reading, but we sometimes fail to share that passion with our students.  Too often we, as teachers, get caught up in the same trap our students do.  When asked why we spend so much time on reading in school, we answer like some of our students. “It makes you smarter.  You’ll learn new words.  To learn more.”  Our first answer should always be because we love reading.  We do it for pleasure.  Sure, these other things are important, but they are just extras.  If we can get kids to love reading, look at all the other skills they will acquire all while doing something from which they derive pleasure!  I found a great deal of practical ideas in this reading for teachers to incorporate into the classroom to promote the love of books and reading.  I would like us all to take a minute to think about the following, “Students had so many requirements for each book – daily recording of pages and minutes read, having parents verify their child’s nightly reading by signing a form, writing a summary about the completed book – that reading became a chore, something they dreaded.”  We have to find that fine line between requiring something we know kids need and creating a love for books and a passion for reading. 

Alexis Howlett Blog Post #3 - My Reading Life

I absolutely loved this article by Routman and agree with everything shared.  I will never forget my discovery of reading due to my parents' love.  We moved around every 3-5 years with my father's job and my mother always made sure we visited the public library on a weekly basis because she always said that her mother did the same with them despite having very little money growing up.  No matter how far my father's career took us socio-economically, we still visited the library each week.  Here is where I discovered storytime and sing-alongs as well as the first real adult chapter book, I remember reading, Gone with the Wind by Margaret Mitchell.  The thrill of reading such a huge novel at the age of 9 years old.  I thought I was a big time reader.  I guess it was the precursor to Harry Potter for my age;-)

I think it is so important for kids to hear about our reading lives because so many of them believe it is just another assignment for school.  I love to hear my mother now in her early 60's talk about visiting the places she read about as a kid because that was her dream when she was younger.  How inspiring for our students to realize that they too could accomplish such a dream.  I know I hope to do the same one day!!

Showing them the books we read and why we're reading them is incredible.  To think we actually read for pleasure...Wow!  My favorite idea is a reading record...I already do this on 2 different sites:  Shelfari and GoodReads.  I love both of these sights because it allows me to learn about new books and visually see what I have read plus link up with other readers I know and their recommendations.  Why can't our students do the same?  I think it's time we show them how much reading can be fun not just a homework assignment that requires a parent signature each week.

Kelly Schachner: Blog #2: Miller Section 2

Independent Reading isn't INDEPENDENT at all! It requires teachers to be part of the process and collaborate with the students in an effort to move them forward. Reading one-on-one with students is the best way to attack and find the struggles that a student is facing. Explicit instruction is necessary and vital to the growth of students. Choice makes a big difference in learning. Students who have choice are more interested in what they are reading and more likely to enjoy the selections. This will lead to them wanting to read more.Teachers have to do a circus balancing act to make this work. Mixing up the teaching strategies to best meet student needs, creating small group lessons to show them how to find different genres, teaching them how to choose the best books for THEM, instilling confidence through conferencing, and helping them to think through what they are reading, are all necessary steps to successful reading. Students must be met where they are in order to move them up. Now, how do I do this and not go crazy? Hmmmmmmm.....the first step is to start. Then I will move on from there. I see the benefits of this, but am frightened a bit by how overwhelming it seems. How do I write this in my plans? How do I keep up with the record-keeping part? How will I be sure that what I am doing is actually helping? What about the children who still aren't learning? So many questions and unknowns...... The first step is the hardest, right?

Kelly Schachner: Blog #1 : Miller Chapter 1

"Children need to know that all readers struggle if they are growing in their reading." This is a make or break point for some children. They don't like to struggle and think that they think that they are weak readers when they do struggle. As teachers, we must find the right instructional focus in order to help our readers become successful. We need to find the right questions to ask as they are reading to help them grow. They need to be taught "behaviors to practice" and how to talk about what they are already doing as readers. If they are not struggling, they are not learning. If  they are not learning we are not helping them to understand that struggle leads to success. Some students tend to just want to skip over words or guess instead of trying to figure out the word or the meaning and how it pertains to the story. They move right along and never stop to question. This is where comprehension takes the biggest hit. Knowing what you DON'T know is important to know, but some of our lowest kids don't know what they don't know. This is something that we must be able to change. So, reading just to read isn't going to make a difference. We must be providing instructional practices to go along with the reading that they are attempting.

Alexis Howlett Blog Post #2: Miller's Why Not? What Works?

 98th Percentile???? "Students who read independently an hour a day scored at the 98th percentile on standardized tests" according to Barbara Moss is AMAZING to me.  I can't say that I am surprised...we've all know for a long time how important outside reading is to the kids we teach.  I'm always surprised by parents when they ask what they can do to help their kids in school and they look taken aback when you say "read to them or let them read to you."  It's such an important key to success in life yet we take it for granted.

It appears that not only do we take reading for granted, but we take IR for granted as teachers which was very eye-opening for me.  It's in our Common Core Standards for English Language Arts across the country and yet it's only allotted 20 minutes a day in most schools or we give out reading logs to make sure our students are reading at home, but let's be honest...my kids come home with reading logs that ask them to read 30 minutes a week.  That doesn't even cut it close!

I agree that students need to be able to choose their own books but I love the point made that modeling how to choose these books is so important.  How many of us have had students that are natural bookworms and just can't keep a book in their hand fast enough and then the complete extreme opposite that can't seem to find the right book.  I especially loved all the tips given to provide quality IR reading instruction for students (7 books/student, teacher scaffolding, peer conferences, oral reading conferences, and peer discussion).  I must say that even my GT kids suffer from not enough IR time and boy was I surprised to see this in some of their STAR reports.  I think it is important to really work on making sure I provide more and more of these opportunities to students even if they are GT.

Anne Maddox Blog #3--Routman-Ch.3 "Share Your Reading Life"

 
       At a young age I enjoyed reading and being read to.  My favorite person to read to me was my Grandmother DuRant.  We only lived about 12 miles away, from Florence to Timmonsville, and we would visit every Sunday ,as well as "just me" visits.  On the "just me" visits she would always have something special for me when I came to stay over.  Mostly the treasures were a Little Golden Book that we read over and over until I memorized it,  or Betsy McCall paper dolls.  Other family members would read to me, but hers were always the best and most special because I loved her dearly.
     This early intro to reading influenced me greatly as an elementary reader.  Yes, we had the 3 groups.  I was in the top group, but we all could tell the most advanced reader was.  Early reading encouraged me to continue to read and even to excel in reading.  When I was in the 3rd grade we had the library we all knew about with nothing but picture books.  When we learned about a new and more mature library, I was totally ecstatic when I was one of the first groups that got to go to the "big library, with chapter books."
      I have always shared parts of my reading pleasures as an adult.  I tell them about my current faves and some of my recent past faves and give them reasons why I like those books.  They are the ones that were so good I did not want them to end.
     Yes, I was a good reader, but, I never thought about keeping a record of the books I've read or even to value it to the extent of Routman.  I also need some prioritizing of my time and energies spent on other outlets besides reading.  I need a monitor on my time because I know I need to read more than I do.

Anne Maddox Blog #2 "Why Not? What Works?"

     We all know that reading promotes higher test scores and increased knowledge across the board.  I also knew about students who read the most score well, but not the % given.  Wow! 98% proficient! Also the converse is true.  Getting lower kids to read at home is a task, and we all strive to ignite the fire in them for reading.  To see it in black and white that they are the ones who score in the 2% is especially heart wrenching.
     Some of the things that the text enlightened for my present practices, was to raise the higher number in ZPD in AR. The text enlightened me that kids may actually do better if they choose harder texts.   And they take ownership when they get to choose the books read.  With Maggie, JoAnn, and tutors pulling kids, I can have more time to help in selecting books, have smaller reading groups, and even a one child reading group. My students presently keep a notebook on unknown words where we talk about the meanings where they come to a better understanding of the text.

Kim Bresette - Chapter 4 - Teach With a Sense of Urgency

Why wouldn't a teacher want to make every moment in the classroom count, ensuring that instruction engages and moves students ahead? I agree this should be the motivating factor for every teacher, however, the way this comes about in each classroom looks different.  I respect the comment from the author that states that if we don't know to teach reading and move students forward, we must take responsibility for learning how. (p. 42) I find it interesting that as educators, we expect our students to take ownership of their learning and if they don't understand, they should ask questions or search for other ways to gain understanding.  How easily we forget as classroom leaders, the same is expected from us.  The Optimal Learning Model explained in the chapter provides a framework for a better way of teaching reading and really is applicable across the curriculum.  By basing instruction on what kids need rather than on the components of a literacy program, it is easy to see why students could make more progress.

I also found the first bullet point in the list of the things that are implicit to this model, something that would seem to be an understood - students must have bonded with their teacher.  I think this aspect of education is often overlooked.  I feel this is vital to any student success.  So many of our students come from a home where life is unpredictable and inconsistent, and to have them same fluctuating environment where they are expected to learn, they may not feel safe, and therefore learning is impeded greatly.  By having a relationship of trust and predictability,  the rest of the model can begin to take shape and optimal learning can take place.

Kim Bresette - Chapter 3 - Share Your Reading Life

As I read this chapter, the recurring theme was to lead by example.  Tell the students why you read and then ask them why they read.  Share with them your own reading habits and show the book(s) you are in the process of reading.  Help them understand your passion for reading and by assisting them discover books they enjoy, they begin to develop their own fondness for reading.  By discussing that you have books at home to make your own personal "library", I believe it transforms the image of a library in a child's mind.  It doesn't have to be in a school or a special building, but it can be in their room at home.  This is likely a concept many students, especially those in lower socioeconomic homes, have not ever considered.  For families that struggle to make ends meet for basic needs, likely there is not a lot left over to buy books for a home library.  However, if students are exposed to this idea, there are ways that they can begin to build their book collection.

Also, sharing favorite books and authors is a great way to encourage young readers to find their own favorites.  For so many young readers, there may not be any reading examples at home for them to model.  To explain that there are Book Clubs for adults is probably something that most young students have never considered.  A club for adults that read - WOW!!  And a reading log that spans the years is an amazing idea!  Imagine starting that in elementary school and continuing it into adult life; the pages of the readers  reading life represented in written form.  It would be a story in and of itself.

Lead by example is demonstrated over and over in this chapter.  So many times I think we expect students to know things that many have never been exposed to in their homes.  By providing a model, these readers stand a better chance at being successful readers and developing their own love of books.

JoAnn James Blog #2 No More Independent Reading Without Support - section 2

In section two of the book No More Independent Reading Without Support the authors explains how student achievement is connected to IR.  IR if done with support IR can raise achievement scores of readers of all levels.  I think the most important part of this section is the chart on page 12 that explains that IR can improve achievement if it is done correctly.  Teachers need to scaffold IR by modeling, conferring, monitoring and making students accountable for their reading.  IR alone will not help a student it needs to be connected with the teacher scaffold.  The chart of page 14 explains how to do this.  I love this chart.  So very helpful for teachers just starting on the IR journey.   Furthermore this section had excellent suggestions  about how to teach students in explicit ways to choose the "Just Right" books, how to guide students to talk about what they read, and how important it is to monitor and assess during IR.

JoAnn James Blog #1 Not This But That - section 1

I chose to read section 1 in the book No More Independent Reading Without Support.  This is a very helpful section for teachers that struggle with making time for independent reading.  I like the way she broke down a teacher's day and explained how you can cut out some things that teachers are guarding.  This really lets teachers know that it is OK to let something go even though you have been guarding it for years.  When teachers reevaluated their time they realized it can be done.  The second suggestion in this section was about the reading block itself.  Sometimes much of this block can have little to do with actual reading.  The author suggest that if a teacher has independent reading time without any support just letting students read without any monitoring or conferencing students can become 'fake' readers.  This is a pitfall that as a teacher I cannot stand to see students fall into. Independent reading needs to work for students and help them progress.

Kelli Wolfe Blog Post #3: The Pleasure Factor

There was so much to love about Routman’s Reading Essentials Chapter 3, ”Share Your Reading Life.”  I admire her passion and commitment to spreading the love!  The “Teacher Tips” and “Try It Apply It” sections are very practical and have ideas that are easy to apply immediately in the classroom.  I totally agree that keeping reading logs is important BUT we shouldn’t require parents to sign them.  (Some teachers even take grades on the parent signature!  Oh my word!  Stop it!)  I love the idea of making a genre anchor chart and adding to it throughout the year.  Lots and lots to love about this chapter.  

Now. . . I’m stepping onto my soap box.  On p. 24, Routman said, “While it is true that we want our students to be able to read and comprehend well in all curriculum areas, including required high-stakes tests, let’s not lose sight of the fact that if they don’t read for pleasure they are not likely to make reading a lifelong habit or goal.”  Truth.  However, I believe that without realizing it . . . and in attempt to create accountability, etc. . . . many reading requirements are stealing the love of reading from children.

As a mother, I watched my middle child’s attitude toward reading change from pleasure to chore as he entered school.  When he was a child, we read books regularly and he loved it!  Many times he would bring books to me that he wanted us to read together.  We visited the library and had a special place in our home where we put books and read them together.  As he entered school and began reading on his own, I was able to help him find books he loved to read and he continued to inhale them.  HOWEVER, it wasn’t long before his teachers began to encourage him to take AR tests.  I noticed many changes in his reading patterns.  He associated reading books with having to record everything . . . then having to take a test on it . . . it became a grade in the grade book . . . a party vs. not a party . . . etc. etc. etc.  Very quickly reading became a discouragement for him and he didn’t love it any more.  Today he very seldom reads for pleasure.  It makes me very sad, and I would bet my bottom dollar that there are many other children who have the same story.  Although I agree that keeping a record of their reading is important, I hate that it can become such a chore.  Although I truly believe comprehension is important . . . is knowing what color dress the girl was wearing REALLY making meaning?  I don’t think so.  

In my classroom, I gave students a choice in how they responded to what they read.  Some students chose to take an AR test, some students chose to respond in writing, some students created a poster or a tableau.  AND, they didn’t have to do this for EVERY book they read.  I felt like this gave students more options and more opportunities to feel success and enjoyment in reading.  The pleasure factor remained and I saw a lot of growth . . . not only in reading levels, but also in personal confidence.