Terri Gowdy Blog Post 1 - Routman Chapter 3

After brainstorming last week with my class about “Why we read”, it surprised me that none of them said because “we love to!” I had to bait and bribe that thought right out of them!

This chapter affirmed the need for me to change that thinking amongst my students! Routman’s words were “if they don’t read for pleasure they are not likely to make reading a lifelong habit or goal.” I actually remember as a young child at school having to read only what the teacher picked out – and for this old person that was a lot of “See Dick and Jane” -  and black and white pages. Loving to read at school was not a reality. Joy with books as a child for me came, however, when we walked into the public library and got to look at and pick out any books we wanted and take them home for awhile. I get excited watching the students go to “book shop” for books in the classroom, but sadly, I am not sure they get as excited! So my goal is to work to instill that love of reading into my students by hopefully finding books and topics that interest them. I am looking forward to sharing what books and reading mean to me and how I go about choosing books to read. I like the suggestion of asking “What is your now book?”, “What is your next book?”, and “What is your favorite book?” There are some wonderful tips in this article about ways students can do reading response to the books they have read that I would also like to try to implement. Making a book jacket was a clever idea as was “Critic’s Corner” or “Book Talks”. I do believe peer influence can have a strong impact upon the attitudes within the classroom. I would love to have a class full of kids making one another absolutely crazy about books and reading!

Donna Lowe Blog Post #1 The Habit of Kidwatching

As I read the article, The Habit of Kidwatching, by Timothy O'Keefe, I found myself relating to so many of the record keeping ideas and strategies that were discussed.

Over the years my record keeping has been much of what O'Keefe described as "often disjointed anecdotal notes,..."  I found myself saving all of my student's work, writing down notes about this and that, and not really using any of the information strategically to benefit my teaching or the student's learning.

Last year was the first time that I found a system that worked for me.  I created a daily plan that allowed me time to coach, or conference with every student every week.  It was the most wonderful literacy experience that I have created in my classroom to this day, I believe.

I attribute much of the motivation to create this system to The Daily Five as well to the opportunity that I had to visit another school and observe conferencing with first graders.  I was able to listen to each child read a few minutes from a book of their choice, which also needed to be on their reading level.  This helped me to determine if the students, indeed, were reading on the correct level.  I kept notes of the books that they would read to me, and I noticed that some wanted to bring the same book every week!  So, we talked about that.  I kept notes of what reading strategies the students used when they came to words that they didn't know.  I took notes on how the students tracked their words, and how fluent they read.  Over time I could look back and the information was so valuable to the mini-lessons that I taught, to the encouragement of other readers, etc.  Everytime I coached a student I gave them a bookmark with information about what they did great, and an area to improve.  They kept this with them as future reference.  Oh, how they loved those bookmarks.  I would see them collecting them like dollar bills in their desks.  During our share time after conferencing, I would point out a student who had used a strategy that we had discussed.   Overall, self-selected reading and conferencing time became my most valuable part of my school day. 

I agree that "kidwatching is not the for the faint of heart.  It required commitment, risk taking, and valuing the good in each child.  However, kidwatching is its own reward."

Sheryl Elliott - Blog 1- Miller, Not This, Section 1

     Many points in the article stood out to me and made me really analyze the way I teach reading.  The first point that was mentioned is that children learn to read by reading.  Just like learning to ride a bicycle, learning to read takes practice.  The practice cannot be effective without the correct tools needed for instruction.  That is where I come in.  The tools do not have to be elaborate.  Me, students, and books….that’s all it takes.  Throw in an effective and engaging mini lesson, and students have everything they need to be a good reader.  No more reading until the timer goes off!  Students have to have a purpose for reading. 

     Another valid point mentioned in the article is how conferencing enables a teacher to really know her students as readers.  Without conferencing how can I know my students as readers?  Also, how can I know the students are really reading?  I also learned in the article how important conferencing is so that I will know that my students are reading books that fit them just right!    “Unguided choice and lack of monitoring can mean that students see struggle while reading as their own permanent deficiency.”  This statement made me feel so guilty.  How many children have sat in my classroom and felt like this? 

     Reading independently is not enough!  Effective reading instruction takes instruction, books, students, teacher, conferencing, and time!  Room 112 will have plenty of this during this school year!

Jinger Willard Blog 2 (Sept.) Miller: Why Independent Reading Matters and Practices to Support It

Time and differentiation are the points that stood out to me after reading section 2 of Miller which focused on why independent reading matters and the best practices to support it.  In this article it stated that, in terms of independent reading, “different time allocations should be provided for students at different stages of development”.  It struck me that not only is this true from one grade level to the next but also within an individual classroom.  While we are looking for ways to increase the amount of time students have to read at school on a daily basis, it is equally important to focus on how that time is structured for individual students.  This is a daunting task when we take into consideration all of the expectations by the district and state in terms of student achievement in all subject areas. 

Teachers need the resources, tools and strategies for implementing this type of reading in their classrooms.  While I think we can all jump on board with the importance of independent reading and the appropriate implementation of it to make it effective, it is another story to do this successfully.   I was excited about the shift to an increased focus on independent reading and self-selection for my students, but when it came time to do this in my classroom, I became paralyzed by the questions of how?  when?  what about everything else I am responsible for?  I believe integration is key in beginning to answer these questions.   This chapter spoke to me, in particular as a math/science teacher, when it focused on the importance of informational text as an integral part of students’ self-selected reading.  This is motivation for me to find even more ways to integrate reading across the subject areas.  This chapter from Miller has increased my awareness of the importance of adding more content focused, high interest books to my classroom library.  It has encouraged me to search for books that will not only engage students but also support and extend their learning in math and science.  

Jinger Willard Blog 1 (Aug.) Miller: Is There Enough Time and Is Time Enough?

“What benches are you guarding?”  This question from Miller’s first section really stuck with me and made me think about some of the instructional and management practices in my own classroom.  We are always looking for more time in the day for not only reading, but for just about everything.  What do we do as a school, grade level or as individual classroom teachers out of routine and tradition versus what is most important in terms of students’ needs?  At what point do we determine that the routine can change because the students get it or because there is a more effective way to spend that time?  We must be open to new ways of thinking and not get stuck in the trap of doing things a certain way because that is the way they have always been done. 

Although I am responsible for teaching math and science to my students this year, I believe I am still their reading teacher as well.  It is important that my students know I value reading as much as math and science even though I don’t have the title of “reading teacher”.   I strive to instill the importance of reading in my students no matter what subject they are engaged in learning.  I want them to know that reading is the overarching skill that ties all learning together.  My challenge will be in finding the materials and time to do this in an effective manner.  This is where evaluating my own instructional and management practices begins.  What benches can I stop guarding?

Varley Blog #1 Routman Ch. 3 - Share Your Reading Life

Reading this chapter from Reading Essentials by Regie Routman allowed me to really analyze who I am as a reader and how that can affect my students as readers as well. Routman shared many wonderful ideas that I would love to bring into my classroom in order to build a community of readers who actually enjoy reading. I think that sometimes I can become caught up in making sure that my students are informed about all of the important aspects about reading that I can forget that reading is also something that they need to take pleasure in. This chapter reminded me not to make reading a chore for my students with endless record sheets keeping track of how many minutes and pages they read, but instead to find what interests my students and help them to explore those interests through reading.

            I loved the idea of having students give weekly “book talks” to share what they are reading during independent reading time and give book recommendations to their peers. This is such a meaningful way to share our reading and begin building a reading community. If a student sees that one of their friends in class really enjoyed a book it might inspire that student to read that book as well. This will help to build excitement around reading and anticipation to get to the books on their “books I want to read” lists.

            Routman also highlighted how important it is to model how to read to students. Not only do students need to know that we are readers, which they can learn through our talking about what we are reading in our free time, but also how we read. Read alouds and think alouds are so important in order so show students how to read with a purpose and discourage “fake” reading that can often be seen during reading time.

            I am excited to bring these ideas into my classroom and to continue reading Routman’s book to gain even more insight into how to help my students become readers who enjoy reading.  

Blondell Hardy August Blog #1-Routman Ch. 3

Blondell Hardy’s August Blog Post 1:

Share Your Reading Life

Routman/Reading Essentials/Ch. 3 "Share Your Reading Life"

After reading chapter 3, “Share Your Reading Life” by Regie Routman I was reminded of the power we as educators possess.  As I think back to my early years as a student, I remember hanging on to every word of my teachers and wanting to impress them.  According to Routman,” we as educators can use our influence as a teacher and role model to foster a love of reading along with excellent reading habits.”  As I reflect upon my own reading life, I realize my love of books was fostered through my Mom at an early age as we shared endless hours at the public library encircled by books of all shapes and sizes.  It was clear she valued, enjoyed, and wanted to share this passion with me. What an awesome role model from one of the most influential people in my life.  We as educators often can and do represent this and more for our students as we spend many hours daily with them. According to Routman, “it’s essential that our students see and feel the power of reading through our enthusiasm and modeling.”

Other key points I found of interest included:

·         “Without time to practice and read extensively, students will not become readers.”

·         “Reading success for students depends on a carefully monitored independent reading program as well as an excellent classroom library.”

·         The importance of students learning to read for pleasure.

·         “We teachers have to be readers if we are to teach reading and writing well.

  In conclusion as a kindergarten teacher, I especially connected with the suggestion of instead of bringing in an object to share, students bring in a book.  This strategy can be powerful on many levels.   I can’t think of a better way to hook or encourage a peer than to show and share the importance and love of a book. 

Leslie EvattBlog #2 (Sept) - Sharing Your Reading Life (Routman Chapter 3)

      Routman's quote in the second paragraph summarizes Chapter 3.  She states "while excellent teaching is essential, without time to practice and read extensively, students will not become readers." Time seems to be an overarching theme in many articles we have read thus far in this course.  Students in all grade levels need to time to practice REAL reading.   But in order to do that we need to give them the resources they need to practice. 
     Routman states that she starts her school year off talking to her students about how much reading is important to her and that is one of the main loves in her life.  She shares with them what she has read, what she will read in the future and what her home library looks like.  Her students begin to create a similar kind of love for reading because she exemplifies that love in her classroom on a daily basis.  Reading to her is like breathing - comes naturally and she could not live without it.  So that passion is passed onto her students. 
     This chapter not only made me think about my reading life but it also made me think of the reading lives of my own children.  My kids have a wonderful library of books that many times find their way into my classroom library. I asked both my children about their memories of reading.  My 15 year old son, could not remember much- although he was an early reader and loved to be read too.  With a tear in my eye from his lack of memories, I asked my 17 year old daughter.  Well instead of telling me her memories, she went and got all the special books in her life (some that she hid from me so I would not take those books to school).  She remembered the ABC book I made for her to learn her abc's, the board book of Goodnight Moon that we read every night for a year, her first chapter books- The Magic Tree House Series and etc.  I was so proud.  But I was still worried about my son- where were his reading memories?  So I started thinking about the six year old boys I teach everyday.  I need to find a way to teach them the love of reading.  That means getting books in their hands that they are interested in but also on their reading level- which can be a very hard task.
    This week one of our independent reading lessons is on "Books We Love".  Each student will bring in one of their favorite books and share with the class.    I will also bring in my favorite book from childhood and my kids. This will give me a great gauge of my class and their home reading life. I hope this will ignite a spark in my students to start their love of reading!

Jennifer Pitman- Blog 1: Section 1: Is There Enough Time?

Time, yes that's every teachers question, "how do we make time to teach all that's needed?"  Knowing that the day is critical, every second counts, as the facilitator I need to be well prepared to have meaning in all my students do.  Now in the Horizons Program I want to make reading important & meaningful each day.  Reading can help make connections in all our Horizon objectives.  Each day we focus on critical thinking within our logical reasoning; even if we are looking at patterns & attributes I feel good writers/readers are able to use their strengths to communicate their reasoning of their answers.  Then during affective listening/creative time the practice of reading instructions or listening to directions to simply follow an outline of how to draw objects based on clues gives them time to hear & see reading objectives come to life.  Keeping in mind what Miller states in section 1, PRACTICE makes everything better.  Don't we agree that to become a better athlete or to loose weight we need to practice more & practice a healthy life style.  So like any other skill if we want to improve it then it takes practice.

Miller gave great meaning in the practice theory.  It doesn't mean more worksheets or more graded assignments.  It simply means PRACTICE!  Here is where the IR, independent time, gives each child a chance to read based on selection & freedom.  If they have this opportunity to practice each day, ideally, they will improve & in the end read more.  I like how Miller makes the statement simple & clean, "just you, your kids, & books."  What a relief as a teacher!  This can be done with a comfortable environment ready to engage in reading a good book.  No fancy flipchart or presentation to prepare, we just need to teach them how to pick good books for them & continue to model.  I've always enjoyed reading & when it's done without pressure I was always able to relax more & simple read to read.  To make sure students aren't "fake reading" we do need to find a way to support them in their reading development to provide feedback & use our teaching tools to help them see their own growth.  So now I'm anxious to read more of her book to find good reading tools to help keep my students engaged & reading!

Rachel Johnson-blog 2 (Sept)- Miller Ch. 2

                This chapter was very beneficial to me because it told the “what” of IR.  In the previous chapter I was sold on the fact that students need IR time every day but this chapter explained what students need to be doing in IR time and what my role as the teacher is.  The two parts of the chapter that really spoke to me were that students need to be reading from different genres.

            Miller stated that students need to be reading from different types of genres.  I have seen this over the past eleven years in my social studies classroom.  Every year I have some students that are wonderful readers and score well above a fifth grade level on standardized reading tests but fail to perform at that same level with reading comprehension work and passages in my  classroom.  When they read the type of genre they are used to, the student is great.  However, when I have them read nonfiction material and historical documents (that are on a fifth grade level) I noticed these students floundering.  Over the past few years I have worked to introduce my students to more nonfiction/historical text.  I started having a basket of books or magazines on my front table that correlate with our current unit.  I introduce the books to students at the beginning of each unit and call them supplemental text.  In other words, I’m not making the students read the books but the books are there if they choose to read them.  Rarely are there books in the basket.  In fact, there is usually a waiting list for the books.  Most of my students LOVE reading the historical books and learning more on our class topics. 

            While I am thrilled that my students are reading from different genres and sources what made me even more excited was the growth I saw in their comprehension when reading in those areas.  Reading nonfiction and historical material is different than reading a fiction book. Once they discover how to read the different genres they see themselves succeeding with the material.  Then I have happy, successful students which makes a happy teacher!

Nicole Brown Blog Post 2 (Sept.) Kidwatching article/“Watching and Listening to Children Read”

          The purpose of this article written by Dorothy Watson is to show teachers how they can use their own personal observations of their students to uncover how they respond to varies types of texts. I think often we as teachers rely heavily on test data to drive our instruction. I believe data-driven instruction is important, but we also need to be looking at observational data as well! No one knows a student better than their teacher, and her observations can be so much more informative than a number on a page.

          Miller encourages the use of pre-reading questioning to provide “information on which to make decisions about classroom organization, and (it) reveals students’ judgments if their own abilities to handle the assignment.” Using this techniques will allow teachers to know which students are ready for independent reading, those who may need small group or partner assistance, or may possibly need to work with the teacher individually.

          I love how Miller believes that we as teachers should “find out what a kid is trying to do and help them do it.” Often I find myself so focused on finding out what the student cannot do that I neglect to focus on where they are right now…including what they already know how to do. If we are focusing on what they can do we can build on that!

          My favorite words from Miller came at the end. I really think she puts things into perspective when she says, “no two snowflakes, popcorn kernels, or children are exactly alike. Therefore, to watch, enjoy, and describe snowflakes, popcorn kernels, and kids, a variety of devices (are) needed that can be used flexibly, and in the case of snowflakes and kids, FAST!” I believe this to be true. We need to base our lessons on the strengths of the students and learn from their reading mistakes. We should use them as clues to solve the mysteries of the readers we teach! 

Rachel Johnson, blog 1-August, Miller Ch. 1

            In the first chapter of her book Debbie Miller discusses the importance of independent reading time.  She stresses that independent reading time, or IR, is an essential part of the day.  In order for students to grow as readers they must have time to read-every day.  During this time of independent reading, students are able to practice the reading skills and strategies they have learned in class.  Does this sound like a great idea but there is not enough time in the day for IR to happen each day?  Miller offers a solution to this common argument-take a close look at what you are spending time on.  More than likely, there are areas of the day that can be shortened or taken out completely to make time independent reading.

            This chapter really hit home for me this year.  I teach on a three switch team and my team teachers and I looked at the schedule at the beginning of the year to see how we could expand the time for each block.  Since adding more hours to the school day was not an option we looked at how we were spending our time.  Previously, we did not start teaching until 8:10 because we were waiting for WAME and vision students to return to class and students were completing morning work packets.  We spent 5-8 minutes switching classes twice a day because we would take the whole class to the restroom in between each switch.   The list grew as we thought about our daily schedule.  While individually none of the above items was a giant time consumer, if you put them all together the time added up. 

            This year we start our teaching blocks at 7:45.  We have cut down transitions to 1-2 minutes by taking out the class restroom breaks.  I now have an hour and half with each block-something I never had before.  I have found that I am able to cover my lessons more thoroughly and have more lively class discussions.  Furthermore, even though I teach science and social studies I am now able to give students about 10 minutes of IR in my classroom most days.  While 10 minutes is not a lot, this is something I have never had the time to do before.  Students now get IR time in their ELA block and a small IR time in my room.  I am also able to incorporate more content reading into my science and social studies lessons.

            I am looking forward to seeing my students grow as readers through the IR time and increased content reading in my science and social studies classes this year.

Nicole Ashley Blog #2- August Routman Chapter 3

This chapter really made me think about the importance of sharing my love of reading with my students.  I think often times we get so boggled down in teaching reading strategies to our kids that we forget to talk about how reading affects all of our lives.  Since we are jumping into Independent Reading next week...I want to take some time this week and follow some of the suggestions he had.  I'm going to talk about the books I am reading, my favorite authors, my home library, etc.  I think they will love hearing about me in that way.  Any time I mention something I do outside of school, or talk about my family, they are all ears. I think it's true; some think you don't ever leave the building.  I loved the part in the chapter about your "now" and "next" book.  I am so that way....before I finish a book I need to have another ready to go.  I want them to start thinking in that way!  We have talked a little in my class about their libraries at home.  It's very interesting to hear them tell about their rooms and where they keep their books.  Some sound very elaborate, while sadly some just listened ....amazed.  I know some are more privileged than others.  I hope my library at school will make up for some of those students. The try it, apply it....when we do Star Student, they are asked to bring in their favorite books to share with the class.  Such a fun time....they love doing this and it tells the others so much about them. It's great to see their faces light up when they too have the same favorite book...then a book talk begins!

Nicole Ashley August Blog #1- The Habit of Kid Watching

Kidwatching....I started doing more of this last year during Daily Five.  I kept a notebook on my students....listing things such as what the article suggested.  I learned more about my kids last year doing that than any other assessment I had given in the past.  My Independent Reading notebook was my favorite.  I made notes on each child- their book choices, habits during reading, what we discussed together during conferencing, their answers to open-ended questions, struggles, and strengths!  This info mean much more to me than a grade on an assessment and I felt like I understood the students so much better.  We fought for no grades in first grade for this very reason.  It is so much more beneficial for all involved to not focus on a grade at such a young age....but to understand what type of learner a 6 year old is and build on their strengths.  I intend to keep the same type of notes for my students this year.  I liked the idea of having the students record themselves reading.  I would like to try that and see what they notice about themselves!!!  They usually surprise me with their insight!

Leslie Evatt- August Blog #1-The Habit of Kidwatching

     Timothy O'Keefe hit the nail on the head when he said, "What can a B+ or an S in reading really tell us about how much a child reads?" That sentence really hit home with me.  As an early childhood teacher, I struggle with giving young kids a numerical grade.  But even giving students  an S or N, there is much more I need to do then just assign a letter.  What are my kids actually doing to earn that numerical grade or letter?  That is where kidwatching comes into play.  O'Keefe explains how crucial  kidwatching is in driving instruction- which should be based on the individual needs of students.  He also states throughout the article how keeping records should not be one size fits all  but should be tailored to what each teacher needs each year. 
     I felt a sense of relief after reading this article.  I have changed my record keeping a lot throughout the years.  I thought that I wasn't doing it  the "right" way.  But O'Keefe says that it is ok to change how you kidwatch.  He stated that it is important not to reinvent the wheel and gave resources to help in record keeping. I also realized that the years that I kidwatched every day with every kid, I knew my students so much more- academically, socially and emotionally.
    

Nicole Brown's August Blog Post 1: Share Your Reading Life

Routman/Reading Essentials/Ch. 3 "Share Your Reading Life"

          At our August class meeting, we focused on fostering “book love” with our students. I chose to read this chapter in Routman’s book Reading Essentials because I believe in order to foster that love, we have to first show children that we ourselves have a “love of reading.” As we discussed in our small groups at the beginning of the class session, I believe it is important to examine our own reading life and what memories- good or bad, we have had. As you examine your reading life, Routman states to “make it visible to your students, and connect world reading with school reading. Many students will not see and feel the power of reading without your enthusiasm and modeling.”

          Having a class discussion about why you read will help students understand that reading doesn’t just take place inside the school building. For many of our students here at Anderson Mill, reading may not be something that is done or if done, even noticed in their homes. I love the fact that Routman keeps a simple record of what he is reading and what he will read next. What an amazing way to allow your students to talk about what they are reading and make suggestions to one another. Bonds over shared reading experiences will validate their existence as a reader. I am excited about using the Padlet website in order to share professional books and even awesome children’s books to the faculty here at AMES and anyone else who is interested. This is something you can use in your classrooms to allow students to talk about what they are reading, as well as make suggestions to others who may want to read it.

Talking to students about what they are reading will help you gauge their interests and learn what they are passionate about in order to make book suggestions to them. Sometimes finding the perfect book for your readers can open up a world they didn’t even know existed, and they can find their own passion for reading.

          Routman stresses the importance of having a personal library at home. Many of the homes of our students are filled with lots of toys and very little books. I believe if we start talking about and sharing the importance of having books at home, parents will chose to purchase more books for their children. If here at school we are fostering a love of reading, then students in turn will start requesting books instead of all the toys. Do you have students with young siblings younger than five years old? Send home the Dolly Parton Imagination Library sign up link in your newsletter https://usa.imaginationlibrary.com/register_my_child.php#.VdMry330-9Z . Many of the books are appropriate for children elementary school age and it is a way to get a home library started!

          One thing that peeked my interest in the chapter was Routman’s opinion about requiring parents to sign off on at-home reading logs. I have always required parent signatures on my students’ logs. I believed this was my “insurance” that it was being done. I think I didn’t trust their commitment to reading. I wonder if I trusted their love of reading more, if I would feel comfortable enough to do away the signature requirement and just trust them as a reader. Do you require a parent signature on a reading log? If not, do you feel like they are really reading? Could students participate in a two-minute book talk each day about what they read, so they are held responsible for the reading? Something to think about! I agree with Routman stating “too many of our students are reading because they have to not because they want to….they have so many requirements for each book- daily recording of pages and minutes read, having parents verify their child’s nightly reading by signing a form, writing a summary about the completed book- that reading had become a chore, something they dreaded.” As the school year is beginning, I want to portray to students that reading can be a pleasure and not always a chore. I want to foster “Book Love” with every student and teacher I work with this year. Will you join me on this common quest of fostering a love of reading?

Dawn Mitchell's August Blog Post 1: Finding Time for Independent Reading

Dawn Mitchell's August Blog Post 1

In Section I of Debbie Miller’s No More Independent Reading Without Support she writes that children learn to read by reading but not without support.  I love this challenge she gives us at the beginning of her book and I definitely think it is relevant to us at the beginning of this school year. 

Miller writes, “What if there were a way out? What if there were a way – at least for part of the day – where things slowed down, your students had their hands and minds on great books, and you had the pleasure of conferring with them about their reading and themselves as readers?  No rotations, activities, or worksheets – just you, your kids, and books. If you could find a way out, would you take it?”

Miller explains that independent reading isn’t just Sustained Silent Reading where everyone stops, drops, and reads, the teacher included.  She explained that truly effective independent reading provides an instructional component, an application component, and a formative assessment component so that students have support during independent reading time.  Miller advocates for a reading workshop model.  She knows that to do this well, there has to be a consistent block of time during the school day.

This time is an investment into the workshop structure.  It is an investment into independent reading and more than that, it is an investment into each one of our students.

For the last fourteen years of my teaching career I have worked to implement workshop structure for both writing and reading where students have a supportive context for their application of real world literacy skills.  I know first-hand how we, as teachers struggle against the clock for time to make this meaningful work happen.  This was the first roadblock I had when implementing reading/writing workshop into my own fourth grade class over a decade ago and it is still the first instructional roadblock I always hear from the wonderful teachers I work with.  We don’t have enough time.  I agree.  There never is enough time. 

Time is the great equalizer.  We all have the same amount, each and every day.  Since we cannot make any more time, I agree with Miller that it is worth our time to carefully examine our schedule and look closely for the time that is hiding.  There is time, chunks of it hiding in the minutes of morning work we do to keep kids on task while we take attendance.  I have found a little time here and a little time there in transitions that take too long or routines that may not be necessary to extend all morning.  Debbie also asked to take a long look at our existing reading block and to see if we were really using our time to engage students.  Do they really need the packets of worksheets, the isolated times for all of the activities in the basal reader…? 

I know from my own experience when I moved from a scripted program to an authentic workshop structure where I used time for independent reading and writing, for formative assessments to help me know who my students were as readers and writers, and what skills and strategies they were and were not using to make meaning I could design mini lessons to specifically target what they needed to work on.  This wasn’t always easy, but it was fulfilling and everyone in the classroom grew, including me.  I used every resource I had to create lessons and it was constantly changing because my students were. 

I love how Debbie explains the difference between SSR and reading workshop on page 7.  She says, “When students sit quietly at their desk with a book or magazine during DEAR or Sustained Silent Reading (SSR) time, we might see them flip a page every minute or so, but we can’t see what’s happening inside their heads.  We don’t have evidence of how they’re making meaning of the text, the specific ways they’ve grown as readers, or what they’re struggling with as they read.  Without that information, we can’t teach them how to get better and we can’t be sure that – even if they read every day – all students are becoming better readers this week than they were the one before.”

With knowing already before school begins that we have only 180 days to do the best we can with the time we have, it is vital that we utilize the most effective methods possible.  I want to know that my students are growing.  I want to see evidence of them applying what they are learning in their independent reading.  I want to give this year all I’ve got.  I want to give them independent reading with support.

Sincerely,

Dawn