Beth Sullivan-March/April Blog 7: Routman Chapter 10-Examine Guided Reading

          I enjoyed reading this chapter and it has changed the way that I look at guided reading. Early in the chapter Routman shares that she has a broad view of guided reading.  Routman defines guided reading as “any learning context in which the teacher guides one or more students through some aspect of the reading process: choosing books, making sense of text, decoding and defining words, reading fluently, monitoring one’s  comprehension, determining the author’s purpose, and so on” (p. 151).  I have always pictured guided reading as just reading groups usually with a high, middle and low group.  After reading this chapter I now know that I have had a very narrow view of guided reading. Routman points out that the traditional small-group guided reading lesson is the core of guided reading but an informal reading conference can also become a guided reading lesson.   Routman also stresses the importance of carefully grouping students and keeping those groups flexible.  I agree flexible grouping is so important!  Students grow, achieve and develop skills at many different rates and in order to truly meet their needs movement between groups is essential.  This is something that I did not do a very good job of early in my teaching career.  I worked hard to group students for reading but those groups rarely changed. Finally, Routman also addresses the importance of picking quality books and using time wisely.  She is quick to point out that guided reading is important but that it should not take up the majority of reading instruction in the classroom.  Independent reading time should still be the first priority. 

                Routman devoted a whole section of this chapter to guided reading and literacy activities in a kindergarten classroom.  I am always eager to learn more about what reading and writing should look like in a kindergarten classroom.  Routman emphasizes that young students need to be involved in activities that allow them to develop social, emotional and physical skills in addition to academic skills. Literacy activities need to be meaningful and not just busy work.  She shares that many kindergarten teachers do not have guided reading groups but provide many reading and writing opportunities for students throughout the school day.  As I read this section I reflected on my own classroom and the learning experiences that I provide for my students.  I found that many of the reading and writing activities shared in this chapter are reflected in my classroom.  For example, each student in my classroom has their own book basket with carefully selected books.   Additionally, during the first half of the school year I spend a great deal of time on letter and sound work.  This continues all year for students that need it.  I also read aloud daily to my students, have a daily morning message, provide daily writing activities and integrate science and social studies skills and concepts during reading and writing times.  I think the biggest change in my literacy instruction has been the addition of a daily independent reading time.  While I do not have a traditional guided reading time in my classroom I do have small group reading time each day.  AMES kindergarten uses a program called Read Well Small Group.  This program provides direct instruction on reading and phonics skills and provides opportunities for shared reading and guided reading in a small group setting.  Comprehension and oral language work is also built into the program.  This program provides high quality books, ongoing assessment and allows for flexible grouping.  While this program is not perfect it does enable students to work in small groups and on skills that best help them grow as readers.  Finally, I love how Routman stresses that in order for teachers to make the best decisions for students the focus should be on learner-centered reading instead of program-centered reading.  Student needs change and taking the time to reflect on the programs and learning opportunities we provide for our students is important in order to make sure that we are best meeting their needs. 

Jill McDougald's Blog Post #7 March/April Ch.6 Plan for and Monitor IR/Ch.7 Make Assessment Instruction's Working Partner

In Ch. 6, Routman really emphasizes that students need independent reading time to become better readers.  We, as teachers, need to make it happen. Students need to be able to pick out their "just right" books.  It is the teacher's responsibility to teach their students how to do this.  As the teacher, I need to monitor my student's book choices through conferences.  If a student constantly chooses to read the more difficult books but he can't recall or understand what he has read, it is a waste of time. During conference time, I can check for understanding with the student.  Then, at that time I can help redirect the student's choices. The choices the students make are very important.
Slow progressing students and students with special needs need to be given more opportunities to read independently. I feel they need to start out with very easy books so they can build self confidence. Here's the reason I say this, one day I realized one of my little ones was picking very short books with very little words. I slipped a book into his book box that I felt he could read because it had a lot of sight words he knew.  I ask him to come conference with me and bring his book box. As he was picking a book to read to me, he found the one I slipped in.  He looked at me and said, "I didn't put this book in here."  I told him I did.  He looked at me and said, "I can't read that book."  I asked him why, he said it has too many words.  I told him I thought he could and let's try it. Hesitantly he opened the book and started reading.  I encouraged him throughout the book and reminded his to use his picture clues.  He read the majority of the book by himself!:)  After reading, I looked into those big brown eyes of his and said I told you you could read it!  My reward was that big smile I got back from him.  From that moment on, he knew I believed in him and he believed in himself!  He is now reading up a storm!

In Ch.7, Routman talks about making the assessment of IR an ongoing assessment with what the student has chosen to read.  She says during conferencing time, tell the student what their strengths are, what they need to work on then make some goals to achieve.  She also suggest use every opportunity we can to teach from what we have assessed from conferencing.  It may be a need for one student, a small group or the whole class may benefit from it.

Both of these chapters have helped me see a picture in my mind how I need to structure and assess IR time next year.  I will send a parent letter explaining how important IR time is for higher student achievement.  I will put a copy of the guidelines for picking out a "just right" book inside my student's IR folder and title it, A "Just Right" Book for Me.  When I confer with my students, I need to be more relaxed and ask them to tell me about the book instead of me asking questions at first. I really liked her Framework for An Informal Reading Conference and the "Child Friendly" reading goals.  I plan to make a copy of these to use next year to get my year started off on the right foot.

Laura Keller - Miller Section 2: Why not? What works? Jan/Feb blog

In each chapter that I read, I automatically reflect on what I am personally doing in the classroom. Sometimes I think, "yuck" I am really messing that up, and other times I think "woo hoo" I am doing this right!  When reading this chapter I automatically note that 3rd grade teachers are allowing time for Independent Reading.  Yay, we are doing that right!  We allow for time in the classroom and encourage reading at home by requiring a reading log.  We are doing okay with providing support.  I should be honest and say that my team teacher, who is the ELA teacher, has scaffolded successful strategies for Independent Reading since the beginning of the year.  When IR is happening in my classroom, I am more there for them to tell me about what they are reading.  I enjoy listening to their excitement and I also treasure that they are taking interest in the book.  Next year, I want to do a better job of structuring the Independent Reading time to allow myself more time to help and observe.

One of my favorite points of this chapter talks about all the different books and quantities of books that are needed in the classroom.  I identify with the author when she talks about her taste in reading:  newspaper, books about travel, and People!  I am not one who has a chapter book in my hand all the time.  So, in my classroom I respect the fact that the students need a variety to read.  They may all not want to read fiction.  This year has been wonderful since our administration has helped us purchase books to increase our variety.  This Summer I will spend more time organizing my library to include different genres.

Overall, this book, the class, and the climate in general have given me the will to want to be a more responsible and responsive reading teacher.

Laura Keller Routman Chap. 4 - Teach with a Sense of Urgency

"Complacency will not get our students where they need to be" says Routman and is a statement that I can truly embrace.  I know that it would be easier if we could use the same lesson plans year after year and hope that our students would learn.  Sure, a few would learn, but would we be doing the right thing for our students.  We have such a short time to teach them all of this wonderful knowledge that we have.    One statement that really speaks to me is that we need to keep our expectations high.  This is so true because if we give them a high expectation, most of the time, students will rise to meet it.  While reading this chapter there were several checklist that were included to "ensure students become excellent readers".  I really love the list that Routman has adjusted because this list fits easily into my teaching with Science and Math.  The 4th point on the checklist says "Teach Strategies students need to know to process and understand text".  I can check this off much easier now that we had our Coaching Cycle.  It was wonderful to teach strategies which in turn has helped my students in Science.

Okay, so back to the meat of the chapter...as the chapter progresses, the section of Promote Joy in Learning, discusses putting the learning responsibility on the student.  I find that this is so important. Once learning strategies are demonstrated, students need to experience Independence so that they realize their own capabilities.  This will also help with their intrinsic motivation once they know that success can be their own.  

No matter what subject you teach, the essentials mentioned in this chapter can be applied across all.

Terri Gowdy – Blog 7 – March/April – Ch 6 & 7 – Plan for and Monitor IR/Make Assessment Instruction’s Working Partner

I had skimmed through these chapters, but finally read them from beginning to end! After trying to do a complete “overhaul” on my classroom library at the beginning of the year, I think I was afraid I would find out I had done I all wrong – and I could not bear the thought of that! J Actually, what was confirmed in reading these chapters was that I am on the right track, but that my classroom library will be in a constant state of change and development, depending on the needs and interests of my students. That has certainly been true for me this year.

I gained some great insight and helpful reminders in this chapter. One thing is to DE-emphasize their reading levels, and rely on teaching them to be skilled in choosing “just right books”. I do check their book choices through conferencing, but I do find myself encouraging my lower readers, in particular, to read on their correct reading level. I realized the woes of my ways when one of these emergent readers had a shark book in his book box that was 2 levels higher than he should be reading. When I conferenced with him he pulled it out to read to me. I was about to tell him it was not on his “level”, when to my surprise, he began to read it to me! His obvious passion for sharks had provided him with enough information to figure out much of the vocabulary in this book. I was so proud of him, and ashamed of myself! It confirmed that choice is critical in successful reading, and that reading about a topic of interest can stretch a reader’s performance! This chapter also reminded me of the importance of nonfiction for my class library. I am planning to increase the accessibility of nonfiction titles and periodicals (Time for Kids, etc.) and how they are sorted for selection.

In reference to the chapter on Assessment, I have found monitoring the students as they practice reading is critical for me to know exactly how they are doing as readers. I try to see 3 to 4 students each day during independent reading. I try to do mini lessons as well to enhance their getting the most out of reading. I loved the “Chatterbox” ideas on page 89 to add to their engagement, as well as encouraging them to apply strategies we are working on in class to their independent reading books.  I want my first graders to be “successful, self-regulating, self-monitoring readers” and I am finding that the imperative element in achieving that is through the type of independent reading model described in this chapter.

Suits- Blog Post 7- Routman Ch. 4

I'm not sure I remember walking into the doors of Anderson Mill not feeling the "sense of urgency" in my teaching.  Sometimes, yes, that is prompted by anxiety, but most of the time it comes from knowing and understanding the potential of every student that walks through my door.  I know they have average intelligence and are more than capable of learning. I know that they need a special teacher to influence then and instruct them in a different way than any other teacher in the building. I know that my students need to understand why the learn differently and how that understanding is so powerful for them.  I only have each group, each student for 50 minutes a day. I have so much to back in.  I try hard to make every minute count, whether its sharing weekends, decoding strategies, or a good book someone once read. I try my best for every conversation to have a direct purpose.

I want to do my students justice. I want the time they spend out of their general education classrooms to be more than worth it. I want the time in my room to make the difference in their education.  Lessons should be enjoyable, but involve a lot of different activities that allow to students to pracitce and express their learning.

Suits- Blog Post 6: Routman Ch. 10

Routman's definition of Guided reading is much more broad than mine.  I, like most teachers, have seen and was taught that Guided reading is done with a small group of students as you go through a text together.  Routman's definition involves many different aspects of reading, and is more individualized.  As a special education teacher, I love making instruction individualized! I like the idea of having students do group activities without the teacher.  I think that allowing students to participate in activities and discussions without the teacher, makes reading more enjoyable and fun.  It lets the students think and collaborate on their levels.  I know that after I read a book that I love, I want all my friends to hurry up and read it so we can talk about our favorite characters and story lines throughout the text.  I want my students to experience the same excitement for a book that I do.

I love that Routman provided us with checklists and a framework.  It provides us with lots of different strategies, skills, and even scripts to make sure that our students are gaining the most form our reading groups.  Allowing the flexible grouping gives teachers opportunity to teach to students needs rather than just plowing through a program. I appreciate that attention the guided reading model gives to individual readers.