Casey Lyles- November Blog Post- Chapter 4: Teach With a Sense of Urgency

In chapter 4 of Routman’s Reading Essentials, she discusses the importance of teaching with a sense of urgency.  She doesn’t mean “urgency” as in to teach prompted by anxiety but rather make every moment in the classroom count.  Teachers need to be focused and ensure that the instruction provided is engaging and moves students ahead.  We must constantly be aware of where students are, where they need to be, and what we need to do to get them there.  Part of teaching with a sense of urgency includes keeping expectations high for our students.  Teachers must include high-level thinking, problem solving, and questioning within their instruction.  Moving students forward should be a top priority of teachers and we must focus instruction on what kids need rather than on the components of a literacy program to help them be successful readers.  The part of this chapter that spoke to me the most was under the heading “Focus on Language Acquisition, Not Just Letters and Sounds”. In this section, Routman discusses the importance of students hearing stories read aloud which in the madness of a typical day in kindergarten, I don’t always get to.  Students must first understand stories and written language before they can pay attention to print. 

Routman states that “To expect children to become literate before they have a base of language understanding is an exercise in futility.  They may learn to sound out words but that is where the story ends.” I am guilty of sharing read alouds during the time some of my students are pulled for RTI which is discouraged my Routman.  My mentality in doing so is that they are not missing other instructional time….it’s only a read aloud—no biggie! I have been so wrong in doing this!!  After reading this chapter, I understand Routman’s point in providing rich reading experiences and read alouds for students in order to help them develop language.  It is important that all students are able to participate in these experiences and I should make a point to include more than I do.  I feel that we push letters, sounds and sight word recognition in kindergarten and don’t focus enough on sharing stories with our students.  While these mentioned skills are important, isolated skill and drill isn’t nearly as beneficial as providing interaction with rich language in stories read aloud.  “Teachers who read with young children and promote productive talk about stories are more likely to expand children’s language development.”