Michelle Lanford- Jan./Feb. Post- Chapter 5 Routman

This chapter is about the importance of having a well organized and abundant classroom library. Of course we know that the more students read, the better readers they become so providing them access to many reading materials makes sense. Children will read more when there are is a variety of materials to read. I love that Routman states that it doesn't matter what students read as long as they are reading and enjoying it. I used to feel like everything students read had to be award winning books. I now realize that students enjoy reading all kinds of materials. Even books that are not of the best quality can be entertaining and provide a sense of enjoyment for students. Not that good quality books are not important as well, and she talks about that in the chapter too. The point is that they are reading. She also mentions that "light reading" can help struggling readers because they are more manageable. I agree with this. Some of my struggling readers will look at how many words there are and shy away because they are intimidated and feel they can't do it. They are much more likely to try when the text doesn't appear too long. The chapter also talks about having lots of choices for students and different genres. In my classroom I have it set up so that there are books all around the room in different centers. For example, all the math books are in a basket in the math center, all of the science topic books are in the science center, etc. I think having this organization makes it easy for students to find what they are looking for. I also have them sorted by genre. Students know where to go to find a specific genre they may be looking for. This also helps keep the books organized and eliminates crowding when students are looking for books while making them very accessible from all over the room. Routman talks about the importance of book discussions and sharing. My students love to talk about what they are reading. We do this each day after independent reading. I feel pretty good about my classroom library even though I know one can never  have too many books. I plan to just keep adding to it.

Carolyn Shackelford, Routman Chp. 7 - Make Assessment Instruction's Working Partner

In this chapter, Routman discusses the importance of making evaluation and assessment a daily routine. I like how she said that not matter what the students are doing, we should adopt a mindset of evaluation and maintain an awareness that helps to constantly connect instruction and evaluation. The best way to move a student forward it to sit next to them, observe them reading, probe their thinking and evaluate their reading. Reading is no longer about reading a story and answering a bunch of questions. Naturally, students want to talk (ALL the time!) so it makes sense to have them talk about what they are reading. As an adult, I do some of my best thinking out loud while talking to a cohort or my family. I liked Routman's suggestions for conducting reading conferences, but was surprised to read that you only need to meet with most students once a month and with outstanding readers once every two months. Yes, the lower readers need to conference more often, but that seems like a long time to go between conferences, even for strong readers.


I have often struggled with the question, "How can I tell if the student understands the book if I haven't read the book?" Routman addresses this question directly with reassuring words that you will able to tell by how much detail he gives about the story, his language makes sense and has flow and he has an obvious sense of what the book is about. Thinking back on conferences that I've had with students this year, I realize that she is right. When a student is really reading and enjoying a book, they can go on and on about it in great detail and usually much excitement.


I really liked the "Framework for an Informal Reading Conference" list that she provided. Many of these things I already do, but there is more I can add, especially the "Child-Friendly" Reading goals. I know what they need to work on, but struggle with how to get them to know what they need to work on. After reading this chapter, I now have some great resources and ideas to use with my running records and reading conferences.

Jayna Lehrer – April /May Blog – Miller Section 2 – Why Not? What Works?

In this chapter Miller discusses the importance of independent Reading and the different practices that are critical for effective independent reading. One of the most important things that I have implemented in my classroom in regards to independent reading is the importance of having “choice” in the selection of books that the students have. I have personally, along with the help of our literacy coach, spent a tremendous amount of time organizing my classroom library. Thus creating an environment where the students have control over which books they would like to place in their independent book boxes. Miller tells us that letting students choose their own text not only develops motivation but also assists in the comprehension of what the student is reading.

I also appreciated the focus that Miller put on giving teachers specific examples as to what we are to be doing during this independent reading time. I also worry about what my role, along with the role of my assistant should be during this time. Spending time talking to students, large and small group instruction, creating posters, notebooks and providing support were all great examples of things that I can do to make the most of this time.

I know that I need to be an active participant during this time. I cannot just sit and watch my readers, but that I must bring all of my teaching talents to the table and help these students become lifelong learners and readers through this practice.

Sheryl Elliott Ch. 12, Routman You Only Have So Much Time

The first statement that grabbed my attention was, “Our students will not become better readers because we create fabulous projects and centers, give them lots of paperwork, and grade lots of papers.  They will become better readers it they receive excellent instruction and have lots of time to read and talk about books.”  I have learned so much about this this year.  I have stopped “planning,” and started listening to my students.  Don’t get me wrong, I still write lesson plans and have my days planned, but my “planning” revolves around what is best for my students, not what the standards require that I teach. 

I also enjoyed reading the section about making every minute count.  I have been so guilty of creating centers and copying worksheets that really did not help make my students better readers.  I am now constantly asking myself, “How will this assignment or lesson help my students become a better reader and will they enjoy what I have planned?” 

Using transitional times as teaching times is something I need to improve.  I feel like I could use a lot more time in my day more wisely and could benefit my students.  I like the ideas mentioned in the chapter.  Moving from one activity to another activity or place would be a great time for me to review spelling. 

Patricia Graham- Blog Post 7- Routman Ch. 12

I had to smile when I read Routman’s Chapter 12: You Only Have So Much Time.  Each year I feel the demands continue to increase though nothing is ever taken off the list.  We feel burdened by the tasks that we have to accomplish each day/ week while still trying to maintain a life outside of school.  My first few years of teaching I feel that I totally focused on my job and often neglected myself in the process.  While I can continually improve my teaching, I have come to learn the importance of having a balanced and interesting life.  It is important that I trust my instincts about my students, keep the work simple and meaningful, and find ways to use the time spent with my students effectively.

Routman mentioned the importance of keeping a lively pace, using transitional periods as teaching times, and using morning work sensible and pleasurable.  In the past my students completed Morning Work- Math and Reading.  Last summer I reflected heavily on the effectiveness of the morning work and decided instead to have the students do a variety of activities throughout the week.  This has helped to break up the schedule and in turn students are more motivated to complete the work.  I too believe in making resources easily accessible to all students to reduce interuptions and use the time block effectively.  I continually look at my schedule and the lesson plans to make sure that I am maximizing my time and allowing the students quality time to practice their skills. 

Ending the chapter, Routman stressed the importance of evaluating how we use our time and doing “whatever we can to ensure that our students love learning.”  Learning is a lifelong process and as elementary teachers it is so important that we instill this love for learning at a very early age.   

Carolyn Shackelford, Routman Chp. 6 Plan for and Monitor Independent Reading

Routman starts this chapter with an illustration of a school she visited and compared two classrooms. She did this to show how the amount of time students were given to read independently affected how they did on standardized tests, with the students who read more achieving higher scores. I agree with her statement that it's not just about the amount of time given for independent reading, but the accompanying components of mini-lessons, an excellent classroom library, conferencing and goal setting. I could also relate to her concerns that struggling readers need even more time to read, but often receive less. She reminds us that "We teachers are the only ones who can make this increase in reading happen and put an end to the substandard instruction that many of our low-performing students receive."

Routman encourages us, as teachers, to read as well during this independent reading time once we have established routines and gotten to know our students at the beginning of the year. I love the idea of  being able to set that example, but struggle with the notion of taking that time for myself when I could be conferencing or working with students one-on-one. 

This chapter also gives some great information to apply at the beginning of the year, when you are setting up your independent reading time procedures and components. I have worked hard this year to implement more conferencing time, but I would also like to focus on working in more share time. I have often observed it happening naturally between students as they head back to their seats after reading. I need to find a way to encourage all of my students to do this.

Finally, I really liked her final suggestion at the end of the chapter on how to show your students the difference between fluency and reading words accurately, is not enough. Bringing in a difficult text that you can read, but not understand and modeling how that is different from reading a book that is "just right" for you. What a great modeling lesson for the beginning of the year!

Patricia Graham- Blog Post 6- Miller Section 2

While Reading Miller’s Chapter 2, I was continually reminded that the Daily Five structure is an effective reading structure that allows teachers the opportunity to provide a quality balanced literacy program for the students.  At the beginning of the year, Michelle and I sat down and discussed the changes that we wanted to make in our literacy instruction.  While it is essential to teach students reading skills, we have often failed to teach students “how to read.”  Michelle purchased an integrated guided reading, shared reading, and writing workshop curriculum that not only taught all the essential skills but also focused on a variety of genres.  Together we have collaborated on how to use this curriculum as a guide to effectively help our students grow as readers and independently apply the skills they have learned. 

            With the Daily Five structure and above mentioned units, independent reading has become an important part of my literacy instruction.  Students are given explicit instruction, choice with their reading, and feedback to help them grow in their reading.  Last summer I worked on my classroom library focusing on organizing the books by students’ interests rather than by levels.  I hope to continue to grow as a teacher to effectively use independent reading as a way to help my students grow.