Jennifer Pitman: Blog#7 March/April: R.Routman Chapter 12

     I want to high five Routman on the quote, "You only have so much time!"  Instead of exhausting ourselves we've got to pull together to work smarter not harder.  As a teacher you value your job, your connection and the impact you make personally and educationally.  This brings the emotional drain on us each and everyday.  Our time is valuable and we need to show our students this too.  Being the leader to challenge and make each day meaningful can be done without extra resources so our lives can still be enjoyable.  All of my business working friends think I have it made because teachers get holidays, snow days, and the summers off.  However they don't know we only get paid for the days we work, 180 days over a years time and we spend a lot of those days off at conferences, reading, researching, and spending our own money to buy resources for school.
     I have a new perception on teaching by using conferences, project base learning and other outside sources that allow me time to connect and evaluate my students learning through conferencing with them.  Routine works for a reason, it keeps us organized, well-planned and eliminates wasted time.  If the kids see us happy and eager to be at work learning with them I think the stress level decreases for everyone.  Ultimately I want more hands/another teachers help to maximize the full use of conferencing and assessing my students to get to all of them each day.  Having my literacy coach with me to help assist, teach, and conference with my 3rd grade Horizons on Fridays she can attend has been so nice.  It has made my plans easier to fulfill and each child gets what they need during the lesson too, it's been a win-win! I have to finish my thoughts on the quote in this chapter, "time spent reading, like time spent loving, increases our lifetime."

Karilyn Parker - Blog 7 - Routman Ch. 12

This chapter title made me giggle - You Only Have So Much Time! Amen, Regie! Every year something new has been added to the list of the tasks that were already on the list, but nothing is removed from the list of tasks. We always feel burdened with completing all of the requirements and it is very easy to take the things that are weighing on your mind about your students, curriculum or struggles from the day home with you.

I think the best advice is at the beginning of the chapter. Live an Interesting Life! Yes! We need to enjoy our time outside of the classroom and make memories & experiences that we can bring back to the classroom and help inspire our students or give them a funny story that will keep them hooked into our content that day. We need to take time and smell the roses not just be able to tell our students all about the roses.

As an educator, we need to trust that our instincts about our class are going to help us plan well and that our experience as an educator will help us improve our assessments for our students. This also will allow us to find the best possible way to teach our students especially if we notice that the way I taught last year isn't working for this new group of students then I can pull on previous experiences and try to find the best way to teach the content.

Karilyn Parker - Blog #6 - Routman Chapter 9

Shared reading was definitely a part of my elementary classroom that I loved when I was a student. My enjoyment of reading came from hearing my teachers and others get excited about what they were reading aloud. I also learned how to question what I read and find the answers by making inferences and drawing conclusions from what I was reading in the book by seeing my teachers model how that process works during our shared reading time. The funny part is that I didn't realize that I was learning those things at the time. I was just having fun and enjoying a book, but my teacher was using that to teach me excellent reading strategies for when I was reading by myself and needed to interpret the book that I was currently immersed in that day.

When I taught reading a few years ago, I loved reading books aloud on my back carpet. We all huddled back there and really were able to get to know each other better. The students saw my excitement for reading and I was able to assess what each student understood from class each day. Did they understand parts of speech, similes, metaphors, or onomatopoeia? Could they inference how a character was feeling by telling me what details made them decide how the character was feeling?

I love this statement that Routman shared about shared reading, "Shared reading is also powerful because it helps students and teachers bond; students are partners in an enjoyable process and see themselves as ultimately capable." Isn't that what we are here to do? To create a bond with our students and to allow them to feel capable of completing a task themselves without our assistance.

Casey Lyles- March/April Blog 7: Miller Ch. 2

In chapter two of No More Independent Reading Without Support, Debbie Miller discusses why independent reading matters and the best practices to support it.  A major key point that stuck out to me was that the “just right” amount of independent reading time may depend on reader proficiency.  Different time allocations should be provided for students at different stages of development.  We must not only find time for the class to independently read, but we also need to allocate time on a more individualized basis to meet student needs. The chapter discussed the importance in letting students choose their own books to read.  Letting students choose their text not only develops motivation but also assists in comprehension.

Miller also discusses the importance of a more active role for teachers during independent reading.  I can relate to the way the teacher from the chapter feels.  She states that she worries about what the other students are doing when she is conferencing with a student and she wants to ensure that everyone is on task and making the most out of their IR time.  The chapter provides many useful teaching strategies to incorporate in order to ensure that students are successful and on task during this time including large and small group discussions about texts, student accountability through creation of posters, reader response notebooks, etc. 

Miller’s basic key points and takes aways are that students need the following things to grow as independent readers:  classroom time to read, ability to choose what they read, instruction about what, how and why students read, to read a variety of books, access to a variety of texts, teacher monitoring, and the opportunity for students to talk about what they have read.  

Nicole Brown, Blog Post 7: Routman, Ch. 7 “Make Assessment Instruction’s Working Partner”

Lorrie Shepard states, “Assessments should bring about benefits for children, or data should not be collected at all.” I believe this is so true! I think teachers are natural born data collectors. They kid watch all the time, conference with their students, work with them in small groups and individually. This data they collect is so much more meaningful than a benchmark test. Yes, a benchmark test can give us a quick snapshot of where our students are, but it does not give our teachers a road map like formative data can.

Routman suggests making assessment and evaluation a daily routine. I believe one cannot rely on prepackaged programs and not modify them for our students. We have no way of knowing what our students can and will understand until we work with them. I believe that we teach STUDENTS and not PROGRAMS. If we use programs, we must be able to modify that program to meet the varied needs of our students!

I found it interesting that Routman says, “Once a child is a good reader, usually by the middle of second grade, I do not require oral reading in (a reading) conference.” I tend to disagree with this! There is so much to be gained by listening to a child read…even an older child. One can glean so much from listening to how the child uses intonation, phrasing, and when appropriate when he/she has miscues and how he/she handles those miscues.

Emphasizing goals for students is an important part of conferencing. If students do not have something to work on, they will keep doing the same things conference after conference. I believe another important part is follow up. If students have set a goal, the teacher needs to follow up and “check in” on the student’s progress. When and if that goal is met, the student can move on to the next goal! 

M. Butler. Blog #7(March/April) Routman : “Enjoy”

I hope this was ok....I wanted to blog on the very last pages of the book - the "drive it home point" - the "take away" - the "final word of encouragement"......ENJOY! Routman states that "without human caring, the best science is minimally effective". Here, in the final pages of her book she tells a little story about her father. How through a medical crisis and family tragedy she was reminded of the true spirit that we should all live our lives by everyday - "ENJOY!"
Enjoy your family!
Enjoy time with your children!
Enjoy our world!
Enjoy our creator and Lord!
Enjoy a walk!
Enjoy a talk!
Enjoy a friend!
Enjoy a great meal and a great glass of wine!
Enjoy your work!
Enjoy your students!!!
Enjoy your life!
While she was spending day after day after day helping her father recover and regain his quality of life, she began to think a lot about teaching and children. She though about "how quickly we give up on students, how we fail to celebrate the very small gains, how low our expectations are, how critical LOVING KINDNESS is, and what it means to have a deep, abiding patience." She continues to say what I have been saying and believing for years...."The science of learning that dominates instruction and programs mean nothing without a teacher who cares deeply about each and every student! It is WE teachers who determine whether or not our students succeed!" Enjoy!!!

Especially in my classroom with students that struggle to do most every simple academic task, who struggle to hold a pencil, who struggle to write their letters, who struggle to write their numbers, who struggle to count, who struggle to pay attention, who struggle to make eye contact, who struggle to find the words they need to express themselves, who struggle to problem solve, who struggle.......When those very special, GOD-made children, that were sent my way for a reason enter our classroom - we ENJOY! We celebrate every tiny gain...every tiny victory...every tiny accomplishment....every tiny achievement....because they are all improving their confidence, their thirst for learning, their joy for school and adding JOY to their life! Enjoy!

Nicole Brown, Blog Post 6: Routman, Ch. 5 “Organize an Outstanding Classroom Library”

This month I have poured over teacher orders of BOOKS! Thankfully, our principal sees the value and worth of a well-stocked classroom library and told each teacher to make a wish list. Our students whose homes may not be filled with piles and piles of books depend on having access to lots of books in our classrooms. The additions to our classroom libraries will be a welcome sight. I can’t wait to help teachers organize all their new books!

As I read this chapter, there were a few key points that stood out to me that I feel passionately about. One is “Be sure to include and value light reading.” While I know our struggling readers can benefit from these books, I would say we ALL benefit from picture books. When I go to Barnes and Noble, I don’t go straight to the chapter books. I head straight for the picture books because I LOVE them! There is something to be said for reading for pure enjoyment.  I am pretty sure I have never been harmed by reading a picture book that was way below my reading level and stamina potential. Upper grade classrooms need to be filled with not only chapter books, but light reading as well. Picture books make great read-alouds and are a good quick read for modeling in mini-lessons. There is a lot to be gained from being able to witness an entire plot structure, theme, etc. from short book. Many teachers may fear that students cannot be trusted not to ALWAYS pick reading material that is below their “reading levels.” Routman however suggests that “it doesn’t really matter much what kids read as long as they read and enjoy what they’re reading.”

Another key point Routman shared was to “de-emphasize leveled books.” If given a choice of a varied assortment of books with leveled readers mixed in, I believe most elementary-aged children would not gravitate towards the leveled readers. (This sounds like an awesome science experiment!) I truly believe that students can (and will) discover by trial and error what book is a good fit for them.  By going through this process of learning, students will find books they didn’t know interested them. They may be challenged more by what they are choosing when we aren’t limiting them. In the real world, I cannot tell someone that I can’t read something because it isn’t on “my level,” and our students won’t have that excuse either!

Another key point Routman made was to make book talk “hot” in your classrooms. I have been collecting Independent Reading student engagement data in some first grade classrooms this month. At the conclusion of the IR time, many classrooms have engaged in a “Book Talk.” It has been amazing to see these young students excited about what they have read. They appear to absolutely love to talk about their favorite part, what it reminds them of, something exciting that happened, what made them choose the book, why they would or would not recommend the story to their classmates, etc. The students know this will take place, so I believe it gives them a purpose for reading. As they are reading they are searching for things that they could share with their peers. The “Book Talk” in my opinion assists with keeping the students engaged during their 25 minute block of time. These students could easily be taught to write a book review based on their daily success with “Book Talks” each day!

As I prepare for an influx of books in our building, Routman has given me a lot to think about! If anyone is interested in letting the student decide how the books will be sorted and organized, I would love to come assist with facilitating! J

Jinger Willard Blog 7 (Mar./Apr.): Routman Chapter 7: Make Assessment Instruction's Working Partner

Routman begins this chapter with the quote “Assessments should bring about benefits for children, or should not be collected at all.”  I completely agree with this statement.  However, this is not always as easy as it sounds.  Sometimes, I think the definition of assessment varies from teacher to teacher.  Some may believe that an assessment must be tied to a grade.  But really, teachers are assessing their students every day.  If we aren’t using assessment to inform our instruction, we are doing a disservice to both our students and ourselves. 

While reading this chapter, I reflected on the ways I assessed my students’ reading in the past when I taught reading.  I did not use independent reading conferencing as a form of assessment.  Instead, I used literature response journals.  I spent hours upon hours responding in writing to students’ thinking each week, but had very few “in person” conversations with them about their reading.  In hindsight, I see how easy it could have been to replace some of those responses with reading conferences.  I believe I could have gotten just as much, if not more information about my students in a shorter amount of time.  Now that I only teach math and science, this makes me think about how I can assess my students’ math understanding in a way similar to reading conferences.

Math instruction in my room follows the model of Daily 5 in reading.  During this time, I meet with small groups of students based the needs that arise from ongoing assessment.  While reading Routman’s section on conducting informal reading conferences, I thought, “Why can’t I do the same thing with math?”  Instead of pulling 3-4 small groups each day, I am going to try spending some of that time having individual “math conferences”.  During this time, the students can explain their thinking about math problems they are working on.  This is something I often ask them to do, but seldom have time to assess.  I think this would give me valuable information on the way my students’ “math minds” work and allow me to better be able to meet their individual needs.  

Nicole Ashley Routman Chapter 11 April Blog

As I was reading about building the best practices, so many things came to mind.  We are really starting to look into best practices at school and I'm seeing so many new ideas to use.  One being inquiry based learning- where they kids are actively engaged and questioning during a lesson.I love the close reading idea.  I am sure we can adapt it to use in our first grade classrooms. In chapter I see charts with bullets on best practices.  Some are very general and common sense.  My favorite was: struggling readers need to spend more time reading, not doing activities about reading.  That's a hard one for some; especially the young ones.  It's hard to get past the thinking of a struggling reader sitting their "struggling" with their book- when they really can't read that well in the first place. Putting a solid independent reading time into my day has changed my perspective on this.  My lowest readers probably enjoy this time more than any of my other students- when they are focused and on task.  I also enjoyed the research findings on the most effective teachers.  The 2 that stood out to me were- teachers promote purposeful, open-ended talk that is more conversational than interrogational and teachers assign tasks that are meaningful and challenging, involve some student choice, and integrate content areas.  The first one has really worked for me this year- especially during reading conferences.  I learn more about an individual student during that little amount of time than I do during most other times and activities.  Our "talks" lend themselves to learning so much about a reader.  I really enjoy that time with them and when they walk away- I have made such wonderful and useful notes to help me in the future.  The other one I agreed with was assigning meaningful and challenging work- with student choice.  I like to see them engaged in their learning and at the same time- making the assignment meaningful and relating- not busy work.  We've really worked on this during out basal time, making the most of our assignments and covering our standards in a meaningful way.  Integrating subjects has helped tons with this- especially since first grade teaches lots of science this way!  The last point in the chapter was the pros and cons of a computerized reading program.  We have used several of them in our school.  Some stay and some go!  I guess what I took out of this section the most was to make sure it's an effective program- and not used as the main teaching guide.  I don't think you can ever replace an effective reading program with one on the computer.  I also see the point about kids reading "just to get the points".  That takes away from the joy of pleasure reading....just for fun- not a reward. 

M. Butler Blog #6 Routman Ch.6 Plan for and Monitor Independent Reading

M. Butler Blog #6 (Jan.Feb.) Routman Ch.6 Plan for and Monitor Independent Reading

Independent Reading is so important! This is when children get to practice what you have been teaching them in your small group/intervention/guided reading groups. We have Independent Reading time every morning as soon as students arrive! We start the day with reading everyday! Instead of doing morning worksheets, students unpack and get a book and go to the carpet. They can choose their book and read independently or with a partner. I love to hear them talk about the pictures, read simple sentences and find all of the sight words we have been learning all year. I was so thrilled to read that Routman supports this as an important and effective way to begin the day (on page 90). Since my class is a self-contained class for students with various significant disabilities that directly impact their learning, we spend most of our morning in reading and math intervention groups. Then, the rest of the day is a blur with lunch, recess, writing time, related arts, centers, and circle up! Routman suggests that 30 minutes be devoted to independent reading daily - there just is not enough TIME! Students are also required to read each night and complete a reading log. I liked how Routman explained the difference between Independent Reading and SSR and noted that the former is of primary importance! She also talked about the significance of having Independent Reading time in a kindergarten classroom.

My take away: As I work to improve the function of my reading area, reading center, non-fiction book selection and classroom library, independent reading is something else that is on my radar to tackle more intently. In reading this chapter, I have been reminded of the importance of having Independent Reading time each day. I also have taken away some great strategies and suggestions for monitoring this part of the day. She also talked throughout the chapter about the importance of modeling your expectations for your students. Show them how to select "just right" books, model independent reading, and model partner reading. And I appreciated her final thought in this chapter - "don't underestimate the power of choice" - it is essential!

M. Butler Blog #5 Routman Ch.5 on Classroom library

This was the most enjoyable chapter that I have read thus far in this book! My reading rug had been getting out of control as the year has progressed. I was immediately drawn to this chapter as I have been searching for guidance and support with re-organizing my own reading area and classroom library. THE most important function of the reading area in our classroom is to provide children with a nice, comfortable, organized and inviting area for them the RELAX and enjoy a book. I would say that the "light reading" that was referred to in the chapter would be what I encourage the most while students are in the reading center. They work so hard all day long learning how to read sight words, segment and blend words for word reading, practice reading strategies, work on comprehension, etc.....I really want reading center time to be easy/light and enjoyable.

I selected this as my "project" for my coaching cycle with our school's literacy coach. She came one several days and collected data. We met afterwards and she gave me some really great ideas on how to re-gain the "calm" on the Reading Rug! :) I made a poster which provides a visual support regarding the expectations(rules) on the rug. Students have to "book shop" for their center time books first. They can select 4 books from either the reading rug or the non-fiction book baskets. The can read independently or read with a partner. The last rule is the best!! Previously the students were coming out of the center constantly to find a teacher to share something they found in their book - which is GREAT! This was disruptive; however, to the other things going on in the room. Now students use sticky notes to 'flag" something they want to share. After we clean-up and circle up on the carpet, the 2 students in reading center that day get to share 1 page in a book that they read. They LOVE this! :) They may show a sight word they found, a picture they love, a sentence they could read, etc. Routman also talked about involving the students in the creation and maintenance of the classroom library. They have enjoyed helping get it organized and talking with each other about the new rules. We are all enjoying our re-organized reading space! Students look forward to going to the reading center again. I also plan to create a library check-out system at some point. I want all of my students to have access to books everyday - even if they don't have any at home. Read on! :)