Jill McDougald's Sept. Blog Post 2: Reading Essentials, Ch. 5

In Chapter 5, Routman talks about how important it is to have a very organized, inviting classroom library. It's purpose is to allow for different book choices, book levels and improve reading achievement.  Routman says, “It really doesn’t matter much what kids read as long as they read and enjoy what they’re reading."

I have recently spent time reorganizing my classroom library.  My books are in book bins that are labeled by subject or author.  The labels have a picture and a word on them to help my students choose a book.  I used pictures to help those who are beginning readers and can't read the words.  I plan to add more book bins and books to my classroom library soon.

I have made AR reading log folders for each of my students so they can keep track of the books that they have read and taken test on.  I also plan to create a top 10 favorite book list to make sure I have books that interest my students.

Jill McDougald's August Blog Post 1: Reading Essentials, Ch. 3 Share Your Reading Life

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

It is always disheartening when I ask my students, "Why do we have to learn to read?"  and they respond  with, "Because we have to."  I feel it is important to establish a responsibility for reading and give my students real life reasons to show the importance of reading.

The text emphasized the importance of modeling reading whether it is whole group, small group, or independent reading.  I tell my students that even though it may sound silly, they can practice reading to their favorite stuffed animal, action figure, or doll.  This helps them practice fluency, practice reading aloud, and establish a purpose to read.  I tell my students that I like to read books to Kelsey so that I can practice before I come to school and read to them.

Kelli Smith Blog Post #1 The Habit of Kidwatching

After reading the article, The Habit of Kidwatching, by Timothy O'Keefe, I have a better understanding of just how valuable this tool really is.  I find in my classroom that I am constantly keeping data on each student but it is not necessarily related to literacy specifically.  How fun  it is to actually be watching each student as they interact with a book.  I keep a nice selection of a wide variety of books that are high interest to my students.  I find it enjoyable to just sit and listen and watch them turn the pages, see the pictures and then be able to answer comprehension questions or at least tell me something from the book in their own words.  I have special needs students who are functioning on the preschool level but they can still take a picture walk on their own while I look on.  Kidwatching will allow me to get to know each individual’s strengths as well as areas that need improvement.  I will be able to use this as a form of assessment in order to help meet the individual and unique needs of all of my students.  

Carolyn Shackeflord Blog Post #1, Section, NOT THIS, Miller

In this chapter of Debbie Miller's book she goes right to the heart of argument of how important independent reading is to our students. Independent reading reading is important because that is how children learn about the world around them and in order to become proficient readers they have to practice. I agree with Miller's assessment that for years we have been teaching students stuff "about" reading, but then they never got to use that information beyond that unit or test. 

Miller also wastes no time in striking down the "there isn't enough time" argument. I loved her "guarding the bench" analogy and the suggestions for "benches" that we can remove from our day in order to gain the needed time for independent reading. I like the idea of teachers guiding and coaching students to be intentional readers, to have a set of skills that will help them make clearer meaning of a text. With students reading levels ranging from low to high, the only way to do this is through individual conferencing, providing a time for the teacher to talk to a student and help make the process visible to them.

Blondell Hardy Blog Post #2 The Habit of Kidwatching

 

Blondell Hardy’s Blog Post # 2:

The Habit of Kidwatching

By:  Timothy O’Keefe

Mr. O’Keefe presented several key points on kidwatching that are important. One of the most valid points included his definition on kidwatching, “learning to see what’s there and using that information to make a better classroom.”  I find this to be especially true as I observe the students in our classroom. I’m able to use my kidwatching notes to drive the instruction for planning in small and large groups.  

I also like how O’Keefe said kidwatching has the ability to push the curriculum forward into new and often unexplored territory.  Often times I find the instruction in our classroom being kid driven.  As the students become more comfortable with sharing and taking ownership of their classroom, I find that we are able to go deeper into the subject matter.  A prime example of this was last year when several students used technology to make oral reports on animals.  I discovered that a few of the boys were interested in dinosaurs and aquatic animals.  After a little research, I found an excellent website that allowed them to explore the habitat, diet, and other key points of interest on these animals.  They absorbed this information and was eager to share their findings with their classmates. 

The final point I connected with from the article was how sitting with a child and watching and listening carefully maybe the best thing we can do as educators to get to know our students as readers.  By doing so, I’m able to give feedback to the student to help him/her grow as a reader.  I’m also able to use these same notes to enhance the curriculum as a teacher.

Casey Lyles Blog Post #2: Routman Chapter 12- You Only Have So Much Time

Routman’s Chapter 12, You Only Have So Much Time, is a chapter that all educators can relate to. Between new standards, curriculum changes, testing, etc.  teachers are constantly struggling to find the time to squeeze in all that they need to teach and do.  Routman stresses that we need to make time for ourselves as teachers and not feel guilty if we leave school at a reasonable time to spend time with our family or catch coffee with friends.  We are better teachers if we take time for ourselves and not let ourselves become burdened with grading papers or creating amazing lessons.  Along with taking time for ourselves, Routman makes many implications for the classroom and how teachers can best utilize the time given in a school day to teach and assess students.  It is important that teachers use their best judgment and experiences to help them when planning lessons and activities.  Teachers need to exercise common sense and good judgment and understand that program manuals and teacher guides are at best resources and do not have to be followed exactly as presented.  You have to do what is best and most appropriate for your specific group of students.  Some more strategies to help with time management is to make ongoing evaluation part of every literacy activity, keep work simple, keep a lively pace, use transitional periods as teaching time, make resources in the room useful and easy to access, reduce interruptions, reevaluate time blocks, etc.  We as teachers should continue to evaluate how we use our time.  First and foremost, we must do whatever we can to ensure that our students love learning. Routman states that we all invest more energy when a task is pleasurable.  Focusing on strengths is the best way to learn anything.  Kids will not be joyful when learning if we are not setting a joyful example.    

Beth Sullivan Blog Post #2-The Habit of Kidwatching

As I read this article I could relate to so many of the points that O’Keefe made.  Early in my teaching career I also had pages and pages of anecdotal notes on all of my students.  I had lots of information on each child but the information was scattered and disorganized.  I was always afraid I would leave something important out so I wrote everything down.  It is impossible to write everything down and then keep up with everything!  I currently use a clipboard with class rosters and checklists that help me keep track of specific information that I am looking for as well as student conference notes.  I also use conferencing and assessment notebooks to keep things organized.  Now the notes that I have from observing and conferencing are organized and can be used to identify student strengths and weakness which is essential when planning instruction.  I agree with the author that record keeping is a constantly evolving process. 

I love the term kidwatching and Carolyn Burke’s idea that kidwatching is “learning to see what’s there and using that information to make a better classroom” (1991).  Kidwatching is also a very large part of assessment in a kindergarten classroom.  I found the section of this article on coaching very informative and helpful.  As I implement independent reading time with my kindergarten students I want to be sure that I am meeting the individual learning needs of each student.  I love how the author stressed that sitting, watching and listening to our students is the best way to get to know them as readers.     

     

Michelle Lanford -Post 2 : The Habit of Kidwatching

     As I read the article, The Habit of Kidwatching, I began to feel more comfortable with the idea. I have always done this sort of thing, but never really wrote it down mainly for lack of time. Or if I did keep the records, it was for those students that you just have to have documentation on for behavior reasons.  I can see how keeping simple records can help a teacher see patterns in a child’s behaviors as a reader and otherwise. I also see the value in keeping records on all the children, not just the more challenging one, and recording positive things that are noticed.  I was glad to read that the records kept can be very informal and short. I think it is also important that there is really no right or wrong way to record kidwatching. Teachers come up with the system that works best for them. I like the idea of just using a roster to be sure that you are getting to each child after a certain point. I am going to try recording something about each child each day as suggested by O’Keefe. I agree that just a number or letter on a test does not really paint a picture of the whole child. I also think these records would be great to refer back to in parent conferences. 

Michelle Lanford Post 1- Routman Chapter 3

While reading chapter 3 I honestly felt a little at a disadvantage. I did not grow up loving reading. I am still not an “avid reader” by some definitions. Let me explain that…I read a lot and I read often. I have always been very interested in literature that is more of the nonfiction nature. I have read the newspaper for as long as I can remember, I loved reading magazines as a child, and still today I read every professional development book and article I can get my hands on. That is probably why I already have a copy of the book Reading Essentials in my personal library.  At some point, I picked it up thinking that it would help me as a reading teacher. If I go into Barnes and Noble, I go straight to self help books, education books, or nonfiction children's books. Although it may happen on a rare occasion, I am not the girl you will find sitting on the beach reading a novel off of the NY Times Best Sellers List. Routman suggests keeping your own reading journal or a list of favorites. I am not sure how my list would look. Maybe… The Greenville News, an article in Sports Illustrated, articles and information on the website for Whole Brain Teaching, parts of The Daily Five, parts of The Café Book, The Energy Bus, Owning a Golden Retriever, Guided Math in Action, Dr. Nicki’s Math Blog, parts of the Clemson Football Program, etc. These are just a few of the things I have read this week. I certainly see a pattern in my choices. So my question is, do my choices make me less of an “avid reader?”  Not by my definition!

I think about this a lot as a teacher. I know we want to encourage a love of reading to our students. However, I also know that every student is not going to love picking up a book and simply reading for pleasure any more than they will all pick up a pencil and love to draw. I do think the better they become at it, the more enjoyable it will be to them in whatever genre they decide is their favorite. I think my love for reading actually developed from a love of learning. I wanted to learn and be knowledgeable about as many topics as I could, especially about things that were personally important to me. With this being said, I try to include as much nonfiction as I can in my classroom collection of literature. I have subscriptions to several magazines as well biographies and informational books. I think my love for nonfiction definitely influences my teaching when it comes to choosing materials for my class. Of course I have plenty fiction as well because I realize that this will be the favorite for some students. My goal is to foster a love of learning to my students and to show them that reading is just another way to learn about any topic you choose. For them to know that as long as they have for reading, they will never stop have to stop learning!

Beth Sullivan Blog Post #1-Routman Chapter 3

The focus of this chapter was sharing your reading life with your students as well as offering practical strategies and suggestions that can be implemented in the classroom that allow students to have choice and make decisions about what they are reading. As I read this chapter I couldn’t help but reflect on my own school experiences with reading.  I still remember that my fifth grade teacher read each book from The Chronicles of Narnia series aloud to the class. I do not think I missed a day of the fifth grade because I wanted to find out what would happen next.  I also remember laboring through some not so fun books during high school. I love to read!  I want my students to love to read.  I love sharing books and reading aloud to my students.  I want my students to be excited about learning to read and reading. 

I enjoyed reading this chapter.  There were many thoughts and ideas that stood out to me.  First, I love the idea of talking with and asking students why they think we spend so much time reading.  This is a great way for teachers to gain insight on how their students view reading.   Next, I liked Routman’s suggestion that as teachers we should not only share what we are currently reading with our students but we should also talk with them about what we plan on reading next and how we decide what we are going to read next.  This is a great idea for a mini lesson.  I loved the idea of keeping a class chart of favorite authors and a basket of recommended books.  This would provide guidance for students that are struggling to decide what to read and also create interest in books.  Other great ideas from the chapter include providing time for students to recommend books to one another and finding a way for students to keep a record or list of books that they want to read as well as establishing a system to keep track of the books that students have read.  Learning to read is a huge part of kindergarten.  I want my students to be excited about what they are reading. Even though the majority of my students are emergent readers there are many ways that I can nurture a love of reading in my students while also helping them take ownership of their own reading and reading choices.

Martha Frye-Blog Post 2-"The Habit of Kidwatching" by Timothy O'Keefe

My take-away from this article was both affirming and convicting—affirming in that I generally record kidwatching notes on rosters attached to a clipboard similar to the methods O’Keefe describes in the article; convicting because I’m well aware that I need to be more thorough and organized with the anecdotal notes I take during kidwatching moments.  My recording sheets often end up so messy that it’s difficult to use the information for a positive purpose.  Overall, the following statements from the article inspire me to put more effort into kidwatching notes:  “Kidwatching is not something apart from the curriculum but rather what holds it together and pushes it forward into new and often unexplored territory” and “Sitting with a child and watching and listening carefully may be the best thing we can do to get to know our students as readers.”  (O’Keefe)

Martha Frye-Blog Post 1-Reading Essentials/Ch. 3

What does “Share Your Reading Life” look and sound like in the classroom of a kindergarten teacher?  I’ve often brainstormed with students the types of materials “people” read, such as newspapers, magazines, directions, recipes, books that tell us facts, books that tell us a story.  But I don’t intentionally make it personal to what I, myself, read.  Chapter 3 has motivated me to do so.  I read the newspaper every day and I can occasionally bring it to class with me.   I can bring the one and only magazine I receive at home and compare it to the Let’s Find Out Magazine the kids receive in the classroom.  I can share with them my favorite places to read:  on my front porch, sitting in the sand on the beach, at Hatcher Garden.  I can show them my library card and talk about how easy it is to stop by the Westside library and check out books.  I always share with them children’s books I own that have been autographed and inscribed by the author and/or illustrator and tell them how I met the authors and illustrators at writing conferences.  From my summer spent in the Spartanburg Writing Project, I show them books, short stories and poems I’ve written myself.  The “Try It Apply It” section on page 35 of the chapter has inspired me to attempt the reading record method described for kindergartners.  Later this month our hall bulletin board will have a “Falling in Love with Books” theme and will feature a photo of each child sharing a favorite book brought from home on that child’s Star Student day.  I hope this book sharing during the first month of school will increase the students’ desire to learn to read themselves and that before the year is over, each child will be able to independently read a book he/she shares in the weeks to come.

Casey Lyles Blog Post #1- Reading Essentials Chapter 3: Share Your Reading Life

I have always enjoyed reading—there is nothing like getting wrapped up in a good book!  Throughout elementary school I was the student that would work my way through series after series of books—I read all the time! I couldn’t wait to go to the library or get the latest Scholastic magazine which I would then beg my mom for more books!  My favorite part of the school day was when we were able to read silently to ourselves in a comfy spot in the classroom. However, as I moved through school and into upper grades, reading became more of a chore.  Instead of going to the library and checking out a book I was interested in, teachers began to assign reading.  I no longer had much of a say in what I was reading, but instead, had to read what my teachers told me to read.  I remember many dreadful summers throughout middle and high school that were spent reading novels that I had no interest in.  Not only did I have to read the book, but I would also end up having to write a paper or do some sort of project…Now, I know I’m probably preaching to the choir as I’m sure a lot of you also had to read the same novels and do the same sort of assignments.  Reading these books was torture for me and it was all because I was completely uninterested in the books assigned! 

Routman discusses in chapter three the importance of sharing our passion for reading with our students.  We develop a passion for reading by reading things we choose to read.  Often, students do not show an interest in reading because they have not found something that interests them and draws them in.  It is crucial that we help students, especially those who seem uninterested, find a book that interests them.  Routman states that “even students with reading disabilities can become proficient readers if their interest in the subject is great enough.”  Along with sharing our passion for reading with our students, we must get to know our kids and their unique interests so that we can help them find something to read that they are passionate about.  Students need to have a choice in what they read and it is our job to help them discover their passion for reading.

Jayna Lehrer Blog Post #2 Reading Essentials Chapter 3 – Share your Reading Life

 

While reading this article I couldn’t help but reflect upon my elementary school years and a particular teacher who really took my love for reading to a whole new level. I can still close my eyes and envision her reading corner being so inviting and comfortable. She had an oversized chair, floor lamp and a table cloth. What was the table cloth for you ask? Well, that was simply her “lap.” She would put part of the table cloth in her lap and then place the remaining part on the floor. We would then be called to crawl up in her lap for story time. She loved to read to us and we loved to listen. It was her love for books and reading that helped ignite a love for reading within myself.

Routman made the point that “our students admire us and seek to emulate us.” Because my former teacher made reading such an enjoyable experience for me, I then wanted to do the same for my students. I love escaping into a good book with my students. Setting up a safe, warm, cozy environment in my own classroom has been something that I have always strived to do. I am now currently working on adding to and organizing a classroom library for my students to have access to many different genres of books.

I also feel that it important to make sure that my students know about my reading experiences. Since my reading career currently consists of books such as Pinkalicious, Click Clack Moo, Where’s My Nose, etc, I plan on bringing my own daughter Gia, who is 3, into my classroom to share her favorite books with my students. I think that will make more of an impact than me just telling them about my reading habits at home with my children. Hopefully this will make them want to become a reader like her and give them the confidence to read. I look forward to trying to implement many of Routman’s other teaching tools in the near future.

 

Anna Johnson Blog Post 2- Share your Reading Life

Growing up reading was not always my favorite thing. I felt as if it was pushed on me more than me choosing to read for pleasure. The older I get I am shocked how much I love teaching reading. I teach to beginning readers and love when they can put sounds together for the first time and makes words. After reading this chapter I realized I need to take a look at my own reading life in order for me to help my beginning readers.          

A teaching tip Routman gave was to examine your own reading life in order to determine what is important for your students and your classroom. If you are not an avid reader, think about becoming one because it is hard to model something that is unfamiliar to you. If students do not read for pleasure they are not likely to make reading a lifelong habit or a goal. Reading is already very difficult for my students so for them to want to read for pleasure and to make it a habit or goal is a major task for them to overcome. Another point Routman stresses is having a personal library. I am continuing working on growing my own classroom library. I know most of my students do not have access to an amble library at home. In order for my students to have higher reading achievement I plan on providing those books in my classroom and instilling a love for reading in my students. 

Jayna Lehrer BlogPost #1 The Habit of Kidwatching

 

This article took me back to my college days. I specifically remember doing a Kidwatching project for one of my graduate classes. I actually found all of my old data from this project in my final portfolio from 2004. Looking back through my data I found that I was able to get to know this particular student as a learner both in and outside of the classroom. It provided me with an abundance of statistics in which I was able to create lessons to reach this student on his ability level.

In my Kindergarten classroom I am able to implement kidwatching into my curriculum. It is what pushes it forward and helps drive instruction. I am able to plan lessons, create rubrics, make assessments, etc. based on these kidwatching notes that I have created on each student.

I enjoyed the part of this article where O’Keefe was able to give me some “coaching” tips. I am looking forward to trying some of the techniques that he mentioned. One specific thing that I am already doing with my students during independent reading time is allowing them to use echo microphones to read. I purchased these at the dollar store about 3 years ago and they have proved to be worth the investment. The children can read into the microphone and it echoes back to them what they just said, therefore they are able to create expression and often times self-correct their words.

 

Valen Egan’s August Blog Post 1: Share Your Reading Life

Routman/Reading Essentials/Ch. 3 “Share Your Reading Life”

I have always LOVED teaching reading, and it is truly the best thing ever to get students to fall in love with reading.  After reading this chapter, I realized that I need to take a look at my own reading life in order to help my students see the enjoyment that reading can bring.

One thing that is abundantly clear after reading Routman’s chapter in Reading Essentials is her overwhelming love of reading.  When I came to the end of this chapter, I couldn’t help but reflect on my own love of reading and how it has, sadly, diminished over the years.  This fact is largely due to the time constraints of a busy lifestyle.  I can’t help but think that time constraints and busy lifestyles could also play into the reason why students may not have a love for reading like they may have once had.

Since time is so precious in today’s busy classroom, I realize that time is the best thing I can give to my students in order for them to discover a love for reading.  They need time for independent reading with books that they select.  They need time to reflect.  They need time to share their books with others.  If given adequate time, I know a genuine love for reading can begin to grow.

After reading this chapter, I discovered two take-aways that can help me with this issue of time.  For one, not assigning reading logs for students to keep up each week could be a great way to get a few minutes back each day.  Those extra minutes could be used for independent reading time and not wasted passively writing titles and page numbers on a piece of paper.  This is definitely a new concept for me, as I have always felt it was important for students to track their reading.  However, Routman suggests simplifying the record keeping students do.  I think Padlet would be a great way for students to track and share their reading with others.

A second take-away from this chapter for me was giving an outlet for students to share what they’ve read.  In the past, I have seen first-hand how one recommendation from a friend is all it took for the whole class to be hooked on a series.  I love the idea of a book review bulletin board and plan to incorporate this in my classroom soon.  Having students write a book review or blurb for other students to read will be a powerful, authentic way to get others reading.  I think it would also work well if I am included on the board and recommend books as well.

I’m very excited about instilling a “book love” within my students this year.  I’m also hopeful that I can find some time to put down the TV remote and pick up some books to rediscover the love for reading I once had. 

Allison Parliament-Blog Post #2 Laying the Foundations: by Johnson

In teaching students that are often “struggling readers”, a difficulty teachers come across when having a large group of students, is how do a develop curriculum that can be taught for each level or reader. Johnson, had mentioned in this article when listening to a struggling reader, when they come across an unknown word, as an instinct we often help them break apart the word, and have them sound it out. The students often when they are recognizing words, a reader might search for information from the letters and pictures (meaning), might gather information from background knowledge, and link part of unknown words to ones that they know (syntax). The student over time develops a network of strategies taught by each of their teachers. In my classroom, I applied it to making sure that I’m using a balanced literacy network. By using this, I am developing time to read to, with, and by my students.

Allison Parliament-Blog Post #1 The Pleasure Principle: by: Atwell

When I was growing up, I learned to read by fill-in-blanks, teachers talking and children listening, sitting in groups. The books that I remember reading were all required readings, that we all read as a class, very few times were the actual books I got to pick out. I believe to this day that played a large roll in my enjoyment towards reading as an adult. One of our primary goals as reading teachers is to eliminate students frustrations, by allowing them to choose books based on their interests not the teacher, and at a level in which they can read the text. This will develop confidence among the readers, and enjoyment towards reading verses the drop and read for thirty minutes like we were used to growing up. Teaching our students the bill of rights giving the right to skip pages, right not to finish, right to reread a book, right to browse, right to read anything, right not to read something, right to read anywhere, right to read aloud, and the right not to defend your tastes.

Jennifer Pitman- Blog #2 "Why Not? What Works? Miller Section 2

The essentials in reading focus was evident in this section.  Miller made it clear that IR/ independent reading is a MUST & needs to be daily accessed through practice.  In doing so this should improve fluency & comprehension.  While being allowed to reading on their interest this can help build vocabulary & increase their reading achievement while enjoying their book of choice.  I feel the teacher must conference & help guide in book selections so that all of these achievement can be applied & achieved.  All studies show that children that read daily typically score well on the standardized tests... now the questions is how to make this time available & valuable!

Keeping all this in mind, I have begun to reevaluate my classroom library.  I'm listening, asking & seeing what my horizon students are reading & are interested in reading.  I have made suggestions & I am continuing to find used books on www.thiftbooks.com for a reasonable price to have variety in genre, informational text & nonfiction interest.  I love the idea of self-selection & had no idea the impact that it is twice as powerful in their reading development. Growing up round robin reading & basal books with tests each week; the pressure to test well & pronounce words correctly when it was your turn made me focus more on pre-reading ahead instead of focusing on what was actually being read.  I think we are getting to the real focus by allowing more self-selected reading.

I really liked the genre wheel design on page#20  to use to assign students to read at least one book from all ten genres.  I would use this in a regular ELA classroom to reference & conference with students to help keep track.  As their horizons/challenge teacher I want to do my best to encourage & motivate challenge reading goals for them. I will try by continuing to enhance vocabulary within our unit studies & providing higher level books for them to read.  I'm interested to find more ways to help my students meet these challenging needs & grow a love of reading!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sincerely,

Dawn

Terri Gowdy Blog Post 2 - The Habit of Kidwatching & Watching and Listening to Children Read

In the articles about Kidwatching the consistent thread is that it truly fine tunes and guides your teaching. What we notice about our students can come through so many elements of the day, and I appreciated these three articles for expanding my view of the various ways kidwatching can be conducted. It is true that kidwatching is ongoing from the moment they come in the door the first day of school. I am learning to be more aware of opportunities for informal, spontaneous observation, and I hope to develop better ways of recording observations. I find that to be a bit challenging. I have appreciated the guidance in creating a notebook for conferencing with the students during Independent Reading. I intend to do the same for writing. I loved the suggestion to at times even tape a child and let them listen to see what they notice about themselves as a reader! I think that would give them an insight into themselves that could be quite motivating. I also see value in using something like the Burke Reading Interview to gain perspective on how they each view reading and themselves as readers. I would certainly agree that we cannot use a better tool to construct our curriculum to meet kids where they are and strive to move them forward than kidwatching!

Donna Lowe Blog Post #2 Routman Chapter 3

One day last week I hurriedly stuck a note in each one of my first grader's homework folder's that said, "Please let your child bring in a favorite book from home to share with the class tomorrow."  The next morning at 7:30am I was amazed as 19 children were begging to show me their books at the door.  Honestly, in the early morning rush of getting myself and my family ready for the day I had not thought once about those books yet.  In fact, it took me a second to figure out why everyone was shoving a variety of books in my face at 7:30am.  But once I did, it was so sweet.  I saw a Llama Llama book, a little golden book (the ones with the gold on the edges), a Minecraft book, a Treasury of FairyTales, and so many more.  Yes, I did have one or two who forgot their book apologizing for not bringing theirs, but thankfully I have baskets full of books for them to choose from.  One thing I noticed was this:  It doesn't matter if you are rich or poor, have new books from Barnes and Noble, old books from the attic, books from a yard sale - children will love books if they become available to them.  They love the pictures, the colors, the animals, the superheroes, and the chance to pretend that they are part of the book.  Most of all, they relate to the person who introduced the book(s) to them.  They will remember who sat and read that Little Golden book with them in the rocker.  So, I think that as Routman suggests that we create a classroom library and an effective independent reading program, it is essentially the connection that a teacher and a student make as readers.  Routman states, "Our students admire us and want to emulate us." I agree.  Young students want more than anything to connect or share something in common with their teacher.  When we, as teachers display our love of reading books and provide books and time to sit together to read, a connection is made.  Over the years I have shared my love of the Magic Tree House series.  I have started with number 1 each year and some years have gotten as far as #28.  All of my students, past and present, know that MTH are my most favorite books.  We have even had parties where the students could dress up like their favorite Jack and Annie character from their favorite MTH book.  Kids come back to me the next year showing off which MTH book they are reading. I have chosen those books because they relate to boys and girls.  There is a main boy character and a main girl character in each book.  I understand, as Routman discusses, that we must help students find books that interest them.  To close, as my students "turned-and-talked" about their favorite books to one another that day last week, they were enjoying discussing their books.  As they shared out loud about what they had learned about their partner's favorite book, they were quoting full titles and authors names.  They were about learning new books from one another.  Sometimes they can teach one another better than I could have done.  The connection between books and people help make reading enjoyable for so many children and adults.

Anna Johnson Blog Post 1- The Habit of Kidwatching

Kidwatching is the ongoing, uninterrupted, systematic look at how children learn. It is taking what we as teachers know about our students and turning that into instructional practices. Kidwatching gives students a voice and allows us to get to know each child in as many different contexts as possible. As a special education teacher I use a lot of record keeping on my students that I use in their IEP’s and to guide my instruction specific to each child’s individual needs. Kidwatching sounds like a realistic way to use record keeping without having files and files on each student. I am always looking for an ongoing way to look at my students, learn about their specific needs, and turn that into instructional practices for them. My students are very complex and unique, Kidwatching would give me a way to know each child in many different ways.

Coaching is the most important teaching and evaluation tool used in Kidwatching.  You try to record as many miscues and self-corrections as possible. After the notes, you talk casually with the student about the reading. This can give you a better insight of the student and their understanding of the reading. With my younger students or lower readers I could give more specific advice when needed and I would be able for them to tell me verbally how much they retained from their reading. So if you are thinking about record keeping, Timothy O’Keefe gives the advice to write something, even a single sentence, everyday about your child. Our comments as teachers are so much more valid than letter grades and scores. Sitting with a child listening and watching them may be the best thing we can do to get to know our students better as readers. 

Sheryl Elliott, Blog Post 2, Section 2 Why Not? What Works? Miller

     According to the article, independent reading has many benefits.  Improving fluency and comprehension and increasing reading achievement are just two of the benefits that stood out to me.

     Why has it been taken out of the classroom?  I know for me, it’s time and lack of motivation for the kids.  I always feel like it’s such a struggle to get the “non-readers” to read during silent reading time.  The stronger the reader, the more they will read in class.  It doesn’t take a rocket scientist to figure out that the more a child reads; the better the reader!  But how do we make this practice effective in our classrooms.

     The article gave several good suggestions on what practices are critical for effective independent reading.  Classroom time to read is very important.  I am finding ways this year to plug this in as much as I possibly can.  Student choice is another important part of an effective independent reading program.  I think student choice still has to be monitored, though.  Some students just need more guidance in choosing books than others.  I’m trying to make sure I know what my students’ interests are so I can help them choose good books.  Giving the students a purpose for reading is another important part of an effective independent reading program.  I have implemented this in my classroom this year more than I ever have before.  It seems to be working!  I think one of the most important parts of an effective independent reading program is teacher conferencing.  I’ve completed more conferences this year than I ever have.  I truly know my students as readers, and we’ve only been in school for three weeks.  I have been able to steer students toward books that are appropriate for them.  They love talking to me about their books.  I love hearing about them too!  I also love the spark in their eyes when they talk about how good the book is or how it made an impact on them.