Jennifer Pitman (R.R. Chapter 8: Teaching Comprehension) Blog Post Jan/Feb.

This is a chapter worth studying!  First teaching a child phonics, sight words, blending sounds, to answering comprehension questions takes time, work and patience with students.  Being a parent of younger preschool/5K children I have made myself conscience of looking for clues, asking question, and making them predict to help in this matter, as well as, see how well they are focusing on our own family read aloud time.  Ultimately, I want my students and my children to enjoy reading for pleasure ,as much as I do for past time, but in the end it's important they can grasp the content read and the only way to do this is to know how to highlight main ideas and follow through with comprehension questions.

For the younger student this can be overwhelming to see the big idea while reading but as teachers we can break the process up so that it makes sense like a puzzle works.  There are so many excellent books out there to use.  The child could start by retelling their favorite story to you.  Just knowing stuff doesn't make us smart.... we need to build connections to everything they learn.  We learn how to spell so we can write better, etc.  We want our learners to be able to facilitate their vocabulary within their education.  I love to hear students "think/pair/share" their writing or summary of books.  To hear their thoughts and how they tell each other is a great tool to use to communicate comprehension.

In the Horizons classroom, we do a lot of inquiry, logic, and researching skills, therefore, I use highlighting important terms, paraphrasing, and making relationship connections for strategies to comprehend the skill being addressed.  We often pre-read the questions to know ahead of time what main parts are important.  Extra details tie down my students and they can get off topic without narrowing down the focus.  All in all, it takes time to know how to dig the text deep and finding the right strategy to approach it is a learning process.  Making it a habit is the goal!  We just need to keep reading, thinking aloud, discussions, small groups and our children will benefit from all our efforts to make them better readers.

Terri Gowdy – Blog 6 – Miller - Section 1 & Section 2

I loved the example of the solider guarding the bench…unnecessarily. It made me think of the many things we do routinely without asking “Why am I doing this?” Or “How can I do this better?” or “Is this necessary and is it helping my students?” I am definitely a person that likes routine and consistency, and sometimes that can come at the expense of quality! After reading this chapter I immediately began to think of ways to refine my “daily routines”. I also like Miller’s reminder of connecting the routines to the real world. It shouldn’t require 10 minutes of creative jargon to line the class up! Amidst this chapter and the next one, I was filled with a renewed energy to be actively creating more time for reading, and providing the best explicit instruction and guidance through conferencing that I can for my students. I also was reminded of the importance of encouraging my students in their book selection to seek to read a variety of genres, and particularly to have a balance of fiction and nonfiction books available in my classroom library. I need to continue to support them in book choice. I would like to create a simpler version of the genre wheel for my first graders. I believe that will expand their book selection. I am noticing several of my higher readers are returning to quick easy reads rather than branching out into new genres and authors. I also will go to my library to add some genre specific books such as biographies and poetry in varied reading levels. I am evaluating how to best help my lower readers as they struggle with stamina, and really need individual attention and monitoring during independent reading. It is almost as if they would be better served to do independent reading at a different time than the rest of the class… I am trying to figure that out and would be grateful for any suggestions! Most importantly, these chapters remind me of the importance of being actively involved in the independent reading process with my students, and that is exactly what I am striving and will continue to strive to do!

Trippe. Blog Post 5. Dec.- Utilizing Inquiry-Based Literacy Standards

Trippe. Blog Post 5. Dec.- Utilizing Inquiry-Based Literacy Standards

During the rainforest unit planned for my kidwatching group, we will utilize the Inquiry-Based Literacy Standards for first grade. I think active learning is the most successful learning and incorporating higher learning thinking skills provided engagement for students and better learning outcomes. Beginning with K-W-L charts and discussions always helps the teacher know if the plans need to be adjusted in any way. If students need a stronger background before proceeding, the teacher can adjust the plans. Likewise if the teacher learns that the students already know most of what is planned, then adjustments can be made. In a whole class setting this is where differentiated instruction would apply- as plans should take in account the varying levels of knowledge and background of the class. Since my kidwatching group has six students and based on previous units, I do not anticipate a large discrepancy between students’ background knowledge but will monitor to make sure all students have adequate background knowledge for activities planned.

As we explore the texts in the Read Well storybooks, print materials, and PebbleGO, I will introduce vocabulary lists and definitions and have students give sentences using the words to further ensure understanding.  Students are also encouraged to make sentences with five or more words, and compound and complex sentences get extra kudos like “kiss your brain” for thinking so hard. As the students read and explore the various resources, they will be encouraged to ask questions and share experiences. Working with a small group, like this kidwatching group, allows a lot of sharing. If I was working with a whole class, I think small groups of students would be working together and sharing information. As I monitored the small groups, I’d encourage student sharing and then relay some of the shared ideas and questions with the whole class.

As students synthesize the information about the rainforest layers and the animals that live in each layer, they will determine where to place the animals in their drawings. As we continue learning about oral storytelling, folktales, and myths, students will be able to reflect on stories previously heard to make connections.

Acknowledging each learner’s individual learning style and expression encourages students to want to learn. Students will revisit their K-W-L charts frequently to see the progress of their learning and the process of gathering more information. Students will also be challenged to think of additional resources that could be used for the unit if time, money, and location was not a factor.

                This unit on the rainforest incorporates all Inquiry-Based Literacy Standards for first grade. I have shared this unit with the rest of the first grade teachers and hope that they will be able to incorporate some of the resources in their classrooms and with future Read Well groups.

Blog #6- Nicole Ashley- Routman chapter 8- January 19, 2016

I wanted to read this chapter because I wanted some advice for one of my students.  She is a wonderful reader....can read anything and call any word....but I've noticed when she reads a long passage she tends to lose the meaning and has difficulty answering comprehension questions.  She especially has difficulty going further than the simple who, what, where questions.  I do know as a first grade teacher, we put a lot of emphasis on phonics and just being able to sound out the word to read it.  I guess sometimes we tend to focus on that more than the comprehension aspect....especially with our struggling readers.  I liked the list of strategies for comprehension for proficient readers- making connections, determine what's important, make inferences, synthesize, and ask questions.  I feel like we do many of these...but maybe we don't dig deep enough.  Also, the point was made in this chapter that just because we teach our students different comprehension strategies doesn't mean they apply or know how to apply them.  I get that- as with the example in the book when a student can spell a word correctly on the spelling test, but then misspell the word in their writing.  That is so frustrating.  One way they said to help with this every occurring problem is to make sure to demonstrate application in front of the class by thinking aloud as we go through the process so they can practice and apply the new strategy.  It's also important to show ALL strategies, especially in comprehension, so they can shift strategies when needed.  I think one of the best strategies for comprehension, aside from rereading, for first graders is retelling what was read.  If a student can retell me the story and remember most of the most important parts, I feel like they have a good grasp on what they read.  I also like them to talk to each other...they learn so much from one another and it increases their understanding in ways that I may not be able to touch.  I got some great ideas from this chapter...because teaching comprehension may be one of the toughest things to teach a little one.

Terri Gowdy – Blog 5 – Teach with a Sense of Urgency –Routman Ch. 4

At first glance, I assumed this chapter would be about time… That word “urgency” made me think of how difficult it is to fit everything in to each day. Time management is such a challenge! There never is enough of it! But the real “urgency” in this chapter is about making every second count towards developing strong, independent students that have confidence and feel validated as learners.

This chapter is an affirmation of the need for integrated teaching. Seeing the difference this makes in my student’s learning is amazing. As an adult, I know how important it is to have connections to why I need to know something and how to use the information. It makes sense that my students would want the same connections made in the daily learning process. This chapter makes me want to put everything I teach my students to the “So what?” test that Routman refers to. She explains that activities teaching skills and strategies are certainly important, but I should be asking “How is this activity helping my students become more independent as learners?” I am inspired to do my best to make certain these activities and strategies I use are effectively aimed at doing that! In her conclusion of this chapter she suggests that we must keep our expectations high for our students. I know when a teacher in my life has given me lofty goals, it has helped me succeed in different endeavors. I definitely feel a sense of “urgency” to keep my expectations high for my students. I want to help them maximize their potential. I certainly feel driven by a sense of not wanting to ever let my students down, and I love that she added that we not only teach them with urgency, but with JOY. I want them to love learning!!

Karilyn Parker - Blog 5 - Routman Ch. 5

When reading Routman's chapter, I like the idea of not organizing by level. When I choose a book to read, I don't check out the level first. I look at the covers. Read a few pages and decide if it is something that I will enjoy. Our kids are doing the same and need to be guided as they choose books. 

I do put the levels on the inside cover, because some kids are still using those levels to guide their choices, but I have other students who are such experienced readers that they don't need a level to choose a book. 

As I was reading this chapter, it hit home with me that my classroom library was in a big way lacking choice and variety. In my first years of teaching, I bought loads of books and had a good size library when I was teaching reading. When I began teaching just math, my library dissipated. We would use books that related to our units but those weren't plentiful. 

My library has grown this year and now I'm looking forward to getting it organized. 

Nicole Brown, Blog Post 5: Routman, Ch. 4 “Teach with a Sense of Urgency”

            In this day and age of high stakes testing, an overflowing amount of curriculum, and limited time in the classroom, we teachers know all too well the notion of teaching with a sense of urgency. Routman’s chapter was refreshing in that she is not talking about teaching “prompted by anxiety, but rather about making every moment in the classroom count.” Isn’t that what all of us want? She says, “Complacency will not get our students where they need to be.” Routman couldn’t be more right. I think many would think Routman was alluding to those teachers who are burned out and ready to leave the classroom who are just going through the motions. I, however, believe he is referring to ALL teachers. We can NEVER be happy or satisfied with our practices or ever think that we are “experts.” We must realize that just as we encourage our students to strive towards self-improvement, we should as well. We must always be reflective, think about alternate methods, and never be “satisfied” with our teaching. Our students will change daily, weekly, yearly. As the years melt on, what we once found as effective may not be effective any more. I think that teaching with a sense of urgency also means learning with a sense of urgency! I hope I can always strive towards self-improvement!

            Routman shared her top five things she does to ensure students become excellent readers. Many of her beliefs are ingrained in her previous chapters. First, she says she demonstrates she is a reader. Sharing your reading life is so important. Just knowing that it is something important to you will make your students take notice. Second, she says to provide an excellent library. Students having access to books (all kinds of books, chapter books, picture books, fiction, non-fiction, graphic novels, etc.) is the only way they can read a varied diet of numerous books. She says to let students choose books they want to read and give them time to read them. As teachers, we make time for what we value. We know research says the single most important thing that will increase students’ reading ability is increasing their volume of reading! Routman says to teach students reading strategies they need in order to “process and understand text.” Our goal should be to develop lifelong readers. Not just readers for our standardized tests. If we teach students how to transact with varied texts, we will be teaching them to survive once they leave our school system! Lastly, Routman says to evaluate regularly (and here comes the important part) giving them feedback, and helping them set goals. The feedback is where we are making the evaluation useful. Just evaluating to put a grade in a grade book is meaningless. The purpose of our feedback should be the part where students are able to see what they are doing well, and what they can do (their goals) in order to continue to grow.  Routman rings true when she says that “students never let (us) down.” They will almost always strive to please us. If we have high expectations and provide students with the tools they need to be successful, we will produce literate students and one day, literate successful adults! 

Emily Plumley - December Blog - Routman Ch. 6: Plan For & Monitor Independent Reading

Teachers have heard for a long time how important independent reading is within the classroom. I could not agree more. Growing up I fell in love with independent reading time in the classroom, especially in my elementary classrooms. I also had several teachers that would model what a good reader does. Those teachers would have independent reading time, at the same time we did! While we all sat in a comfy spot with a good book, my teachers would do the same. They didn't grade papers, make lesson plans, or any of the other many things teacher's have on their never-ending to-do list. Watching my teachers take the time to get lost in a good book, made me fall in love with reading more, because I was watching the people I looked up to and aspired to be, model to me what a good reader is and does. I've always wanted to model this same thing to my own students. I would love to say that I've done a fabulous job of this......but unfortunately, I have not. I get caught up in my never-ending to-do list, and don't sit down with a good book during independent reading time to model to my students what they should be doing. BUT this is definitely something I want to become better at!

Also, I believe meeting with students one-one-one during independent reading time is very important. One-on-one time with your students is always important, but to share with them the love of reading...how special that is! A simple conversation about the book a student is reading can lead to so many other conversations (Why did they pick this book? Does it remind them of something they've experienced? Does it remind them of something going on in their lives right now? How does this book make them feel about these experiences?). Plus meeting with students about the books they're reading, shows them that their teacher cares about what they're interested and their success in being great readers.

One more thing I enjoyed in this chapter was partner reading. I love this idea! I can remember doing partner reading throughout elementary school, specifically when I was in 3rd grade and my class would go to a 2nd grade classroom to be book buddies with 2nd graders. I remember feeling so responsible being able to help a 2nd grader read their favorite book, and them teaching me new things as well. Or just partner reading with my classmates was always a fun activity that led to interesting conversations about the book we shared (and the occasional rabbit trail that's bound to happen with 2 kids are talking, lol). I would love to implement more partner reading in my classroom, whether it's during independent reading time, or during our content in science. Since students love getting to talk about what they're learning in class, why not let them talk with each other about what they're learning?

Jennifer Pitman- Dec. Blog; Ch#6: Plan for & Monitor Independent Reading, R.Routman

This chapter clearly lays it out there from all we have heard from research and reading classes to have a successful reading class we need to demonstrate, teach, guide, monitor, evaluate, & set reading goals along with student choice reading.  This year I have seen more reading, more books being checked out, more conferencing, & students asking each other about the book they are reading.

 In my new teaching position, as the Horizons/Gifted & Talented Teacher, I teach around 86 students and get to briefly walk-in many classrooms to pick up my students.  Often I have seen independent reading & teacher lead conferences taking place.  It's a very inviting classroom to enter.  I've been very impressed how much our students have adapted to our new reading strategies and how quickly our teachers have accepted & tried new reading strategies.  The main thing, we as teachers need to focus on is monitoring the students progress so that the independent time is beneficial & useful.  As a child I always heard "Practice makes Perfect" with that in mind it totally make sense for us to allow our struggling reading to practice reading everyday!  In the book, Page #85, sets the bar & makes it clear to see how "independent reading" should be performed to have increase reading scores.  As a parent, you heard & read to help your child grow in brain develop & quality time just read to them daily.  From birth til adulthood, any book can be used for entertainment & brain development.  Not only does the child become a better reader it also can connect the student & teacher.

   During reading talks in my room it has helped build our classroom community & shows me what they are interested in.  Throughout my teaching career I have been involved in the DEAR, SSR, SRA & Daily 5 Model.  All have pros & cons like everything!  I've always enjoyed listening to students read & like to see them "Think, Pair, Share."  I enjoyed & felt that if I was pulled back into a regular ed-reading class I would reference to this chapter often due to the charts, checklist, just the right book checkpoints & examples.   This chapter could make a struggling reading teacher master & improve their reading class development very quickly & easily guides you in how it should look & feel.  I thoroughly enjoyed this chapter and hope all reading teachers get the chance to read it too.

Dawn Mitchell's Share Your Reading Life Regie Routman's Chapter 2

During the month of January our application we are working on learning about Socio Cultural Learning theories and strategies that help support student talk.   In our required reading this month Richard Allington identifies student talk as one of the essential components that characterize the most effective teachers’ classrooms. 

In January’s blendspace you will find a variety of resources we’ve included for you including the four theories that we are sharing with you such as Owocki and Goodman’s kidwatching excerpts that focus on sociocultural learning and talk and Chorzerpa’s suggestions for utilizing Socratic Seminar to promote active student engagement in learning.  You will also find in our blendspace an example of an award-winning podcast in the link to NPR’s “This I Believe” podcast series as well as a link to try out a very user friendly podcasting tool for students called vocaroo (vocaroo.com) 

This month for my blog post, I have chosen to read chapter 3 “Share Your Reading Life” from Routman’s Reading Essentials for many reasons.  First of all, I believe that this directs to the importance of talk in our classroom.  How many of us love to read and love to talk about what we are reading?  I know that many times I have read a book that has deeply affected me as a reader and I have immediately wanted to share that experience with another human. 

When I was in the second grade and read, Charlotte’s Web I remember sitting beside my best friend at the time, Amanda Ravan just a crying over the loss of Charlotte and the heart warming knowledge that I at 8 had experienced the joy of friendship.  When I was in the fifth grade and read Where the Red Fern Grows I remember vividly having to re-read it at night to my twin brother because I wanted someone else to know those two coon dogs, Little Ann and Ole’ Dan that had stolen my heart and made me love the outdoors all over again.

I’m a little embarrassed to admit to you that in college when Greg and I first met I read Nicolas Spark’s The Notebook and was so smitten by the idea of a love like that I asked him would he please read because I hoped that the new love we had found might grow into a lasting life time love like the two characters based on the author’s grandparents had found.  I know cheesy right! 

As readers we connect to what we read and we are compelled to share our thoughts with others.  When Lily Grace figured out what Severus Snape’s heart was really about in Harry Potter she had to run downstairs and tell me that he wasn’t all bad and she couldn’t believe I had let her peg him wrong all this time when I knew he actually helped save Harry in the end!  I told her that I was waiting to see her reaction and I didn’t want to spoil the discovery of loyalty in his character for her.  We then both concurred that J.K. Rowling had magical writing abilities to draw out his character development.

Our students need time to talk about what they’ve read, to transact with others who may affirm their thoughts and more importantly, who may challenge them and open them up to a new way of thinking.  In my first summer of the Spartanburg Writing Project, my book club that read and wrote under the influence of Barbara Kingsolver’s work that summer challenged my thinking and my writing in ways that grew me. 

In this month’s article, Allington states,  "..if we want to increase substantially the amount of reading that children do (and would I argue that this is one absolutely crucial step toward enhancing reading proficiency), it is important to give children books they can read and choices regarding which books they will read. Likewise, crafting a supportive conversational environment in which students talk to their teachers and to their peers about the books they are reading is an important component for sustaining increased reading. And active teaching of useful reading strategies expands the array of books that children are able to read. Finally, shifting evaluation to focus on effort and improvement enhances students' motivation for reading."  (Allington, 2002 pg. 8)

One of the strategies that Routman made in this chapter is to share your now and your next book and to have a record of your reading.  In my writer’s notebook I have a running list of books I’ve read so I can remember them for mentor texts and for the memories.

Each month I visit Mr. K’s Used Book store in Greenville (in Verdae Shopping Center off the Motor Mile) and buy my stack for the month.  Below is my picture of my Now Book stack.  Every single book in this stack was recommended to me by a friend.  Keri Lyles from Arcadia recommended Outlander (she was right, it is full of adventure, history, suspense, and a little romance too!).  A friend of mine I met in Kentucky when Tasha Thomas and I presented at a Writing Conference there recommended The Goldfinch to me on facebook and The Martian was highly recommended to me by my parents. 

Here is a picture of my Next Book Stack and both books on this list made the list through talking with others.  The Rick Bragg book is on my next stack because he is an all-time favorite of mine and two friends, Susan Cox and Pam Ray recommended this one to me recently.  The ESV Bible was given to me for Christmas by my husband Greg because two friends of mine recommended this translation to me. 

Other take aways for me from this chapter include:

*Favorite Author Area – page 30

*Baskets of Recommended books – page 30

*Keeping a Simple Reading Record – page 35

*Demonstrating How You Read and Your Love For Reading – page 36

Routman says on page 24 that it is important that we share our love of reading with our students.  “I want students to know I am compelled to read.  It is almost impossible for me not to read.  It’s much more than enjoying a well-told story, increasing my knowledge about the world, following directions, or say, understanding philosophy.  Reading pervades my life and sustains me the same way friendship and love do.  Reading gives me joy, comfort, perspective, new ideas, questions to ponder, and connections to other lives.  I want nothing less for my students.” (Routman, page 24)

I agree whole-heartedly.  #readersareleaders

Sincerely,

Dawn

Suits Blog Post 5- Routman Ch. 8 Teach Comprehension

I had a conversation with a student at the beginning of the school year that went something like this:

Student: Why do I still come to you for reading? I already know how to read.
Teacher: I would miss you too much if you stopped coming to me!
Student: I'm serious Miss Suits.
Teacher: You are really great a reading words. I know you are. You know you are. You can read all the words that your teacher puts in front of you, can't you?
Student: Yes.
Teacher: Do you always remember details about the characters and events that happen in the story?
Student: Why does that matter? I can read about them.

"When we spend most of our energy focusing on words, students get the message that reading is about words rather than meaning.(p.117)" The above conversation (where I responded with perfect teacher words every time :)) came to mind the second I read Routman's statement.  As his teacher for the past two and a half years, it really hit hard.  I do teach comprehension.  It is a big part of the stories we read everyday.  We do a picture walk through and talk about gaining meaning from pictures and captions. We stop after pages or paragraphs to review what we read and connect it to previously read text.  We use thinking maps with every comprehension skill! How did this kid miss that reading wasn't just about calling words?! When I examine a typical reading lesson in my room and even break it down by time spent.  We spend most of our time word working and fluency bulding.  Comprehension is usually at the the end of our lesson.  Our brains are worn out and we're all watching the clock to see how long until the next transition.  I was encouraged by reading the think out loud strategies and other comprehension strategies in the "Try It, Apply It" sections (love!).  We are doing a lot of those.  I just need to slow down and spend more time on them.  

"...it's rarely a lack of word work that prevents students from understanding.  It's almost always not having the background, prior experiences, or knowledge of the way texts and authors work that stumps them...(p.118)"  This chapter has allowed me to have a mini reality check.  I love it! I wonder what would happen if I split work work and fluency and built time for reading comprehension in the middle of the lesson. I really want to experiment with different ways and times to teach reading comprehension. I love having something new to try!

Rachel Johnson-blog 7- Routman Ch. 12

          The last chapter of Routman’s book, You Only Have So Much Time, really hit home with me.  Every year there seems to be changes, new teaching programs, and more testing.  It is very easy to get overwhelmed-I’ve been there.  However it’s important to put everything in perspective.  As Routman states in this chapter, there is only so much time in the day and time in the year.  Good teaching cannot happen when the teacher is stressed, nitpicking every new program for the wrong, and complaining about new testing.  It is important to see what you can change and what you can’t and only make time to stress about what you can change. 

          At the end of the day my job is to teach the seventy students in my classroom to the best of my ability.  While I incorporate new ideas and try new strategies in my lessons, I also stick with what I know works.  As Routman stresses the importance of making every minute count.  Through her book this year, as a grade level we have significantly cut out “less meaningful” time.  We have count transitions between classes in half and cut out meaningless segments of our day.

          Since we only have so much time in the day-use it wisely! 

Donna Lowe Blog Post for December: Routman, Chapter 8

I really enjoyed this chapter on teaching comprehension. So often as primary teachers we are seen as the ones who teach children how to read - meaning how to read words..  What's missing is when we focus so much on the words that we forget to teach meaning behind those words, stories, authors, etc.

Routman suggests that teaching comprehension in isolation can actually make reading harder for children. "While it's fine to introduce and practice strategies one at a time, remember that when we read we use all these strategies at the same time and that our comprehension is largely unconscious."  Largely unconscious....that really made me think.  When I read do I think about what I am doing?  No, I don't. It's just like picking up a pencil or getting a drink of water.  I do it without thinking about it.  So, how do I teach comprehension properly?  Am I doing a good job with the methods that I am already using?  "Comprehension is a subtle, difficult-to-define process that changes according to the demands of the particular text."  So this means I have to prepare my students to be able to make meaning from all sorts of books.  

After reading this chapter I am convinced of one main necessity: Modeling. Modeling. Modeling.

In order to teach students how to apply comprehension processes, I have to make it look effortless. Natural.  Unconcious.  But, I have to be able to talk about it.  Discuss it.  Have a conversation with my students about what I am reading.  It's acting.  It's pretending to read it wrong or not understand something.  It's pretending to be a young reader so that they can identify with it.  It's making the thought bubble (like a speech bubble) come alive.  Personally, I feel as if I do a lot of this already but I did find it useful that Routman said to teach rereading as the most useful strategy. I think most children get in a hurry and want to just finish a book.  Rereading slows them down.  But, it makes them think.

In closing, I appreciated everything from this chapter.  I will refer to this chapter again.  I see how teaching comprehension is an integrated part of reading.  The strategies can't stand alone.  They must be able to apply strategies as they read.  "When we read, we simultaneously and seamlessly employ a whole range of strategies, and we are constantly making refinements and adjustments according to the demands of the text and what we bring to it.  Our comprehension process is invisible and difficult to document."  As a teacher, I must make the invisible, visible.  

Rachel Johnson-blog 6-Routman ch. 8

In teaching social studies and science I am constantly focusing on reading comprehension with my students.  Just because my subjects aren’t “reading” class doesn’t mean they can through everything they have learned in reading class out the window.  In fifth grade students really begin to see how subjects intermingle with one another.  For example, when giving a social studies assignment, students may be asked to read a historical passage an answer questions, compare two events in written form, and analyze a graph over the population of an area.  All of these items deal with other subjects-specifically reading.  Being able to successfully comprehend content reading passages is essential for my classroom.

            Reading in the content area is different from reading for pleasure.  Most of my students when reading for pleasure I notice read fiction or science books.  In the content area, most of our reading is nonfiction and from primary sources. Thus you have to read and comprehend it differently.  Routman discusses teaching and modeling several reading strategies with your students.  However, it is important to find the balance and not overload students with strategies.  I have found when students are shown too many strategies they become confused and overwhelmed as to what to use.  When teaching reading comprehension for the content I have found two strategies that seem to work well for my students.

            One strategy that seems to work well for my students is looking at the questions to guide the reading.  When reading for content, most of the time we are reading for a purpose.  Thus we need to know that purpose before we read.  By knowing the questions they are looking for, students are usually more focused and successful with their content reading.  Another strategy that works well in my room is highlighting important information.  This allows students to pick out essential information while reading and use this information to help answer questions at the end.

            I truly believe that successful reading comprehension is essential for all classes and grades-not just reading class.

Jinger Willard Blog Post 6 (Jan./Feb.): Routman Chapter 6: Plan for and Monitor Independent Reading

This chapter in Routman re-emphasizes the importance of providing substantial independent reading time in the classroom each day.  Not only should there be time dedicated for this, but this time should be planned for and monitored.  With the increased pressure of standardized testing, independent reading often is the first to go as many teachers feel the need to spend that time preparing students to pass a state mandated test.  When I look back at my elementary school years, specific grade levels stand out to me where we had a dedicated time for independent reading.  I can specifically remember this time in 4^th grade when we called the time D.E.A.R (Drop Everything and Read).  During this time the entire school would stop what they are doing, including teachers, and read for a sustained 20-30 minute block of time.  Over my past 20 years as an educator, I have seen similar initiatives come and go all called different things such as DEAR, SSR (Sustained Silent Reading), or Read to Self (Daily 5).  Some years they were mandated and others not.  All of these initiatives revolved around the same premise, the more kids read, the better readers they will become.  I do not think this is a new finding, but the approach that Routman discusses, and that we are now taking to independent reading time, is significantly different.  In order for teachers to implement the effective type of independent reading Routman discusses in this chapter, they will need to be educated on how to do this.  It is one thing to read about the research, theories and examples, but it is a much different story to put it into practice.  This chapter provides a good starting place.

My approach to reading instruction has shifted quite a bit over the years.  As an educator in North Carolina, I spent my first couple of years in “survival mode”.  I did not learn how to “teach reading” through my college courses.  We learned about the theories of whole language and phonics instruction, but at no point in time was I taught how to put theory into practice. During my rookie years, I most often used the basal text interchangeably with novels.  Sometimes we read novels as a class and when I was feeling really confident, we did novels in groups and sometimes had literature circles.  As my district began to adopt new reading curriculum, there was a big push to implement “guided reading” in our classrooms.  Much time and money was spent training teachers and buying materials in order to create and run guided reading groups.  The use of novels and basal texts was discouraged.  Instead we used short, leveled readers with our groups.  In the past 5 years, the shift has been towards the Daily 5 model. In my last district it was mandated that all classrooms were to be “doing Daily 5”. Independent reading was a part of each of these models, but in most it was used as more of another activity rather than the core of reading instruction as Routman suggests.  This chapter gave many insightful and useful suggestions for how to make independent reading an effective, central part of reading instruction in the classroom no matter what type of reading program is being used or model is being followed.

Tami Broomall's November Blog Post 4: You Only Have So Much Time

Ask any teacher and they'll tell you that the biggest issue they face is time.  There is just never enough of it!  This chapter does a great job of detailing ways to help teachers with this issue.

I especially like the author's idea of spending most of your time thinking.  I find myself doing this all the time.  So that I don't forget things that come to me at odd times (usually at 3:00 in the morning), I use my phone to record notes that I can review and implement later.  This has really helped me become more efficient with my time.

I also believe that we must maintain a lively pace.  I have found that this works really well with the math centers I have used the last few years.  Every ten to fifteen minutes, students are changing centers and there are far fewer discipline issues since students are more engaged.  This also allows me to differentiate more and serves as a better use of my time.

Looking at your schedule carefully is also a great idea.  This past year we did that as a team and were able to squeeze out a little more instructional time by rearranging our schedule and reducing transitional times.  Every little bit helps when so much is expected.

Finally, I agree that it is important to make time for professional development.  Only if we continue to learn can we become better teachers.  Staying current with best practices allows us to make better use of the time we have.  Personally, I also feel like it inspires me and makes me more enthusiastic about my job.

Shackelford- Routman Chp. 5 Organize an Outstanding Classroom Library

This chapter of Routman really drives home the importance of having a well organized and supplied classroom library. The questionnaire given in the chapter really brought to light some changes that I could consider making in my own classroom. One question asked if the classroom collection was static? That really got me thinking...from my perspective I have spent hours collecting, lexiling, labeling and organizing what seems like A LOT of books, but to my students who are weekly going through the bins looking for something to read they see the same books week after week. The idea came to me that instead of having more bins with more books, have a set number of bins and switch them out with others each quarter. The article also suggested switching books with other teachers to provide variety.


With each of our social studies units, we pull out books that directly relate to that particular time in history, which is another addition of books to the classroom. The article states that reading comprehension test scores are directly related to the amount of engaged reading a student is involved in, and providing a wide variety of reading options is key to getting students to read.


One section of the article that I really struggled with was the concept of deemphasizing leveled books in classroom libraries. I completely understand that students can and often judge themselves and others by their level or group. However, when I am doing individual conferences with students and they need help choosing a book, it is so easy to tell them to pull certain bins based on their lexile level and go through those. By fifth grade, students are aware that everyone is on a different level. I don't want to draw attention to it in a negative way, but I want to make it easier for my students to choose books.


I do need to find ways to incorporate more talking/sharing of books in my classroom. I really like the teacher who created a Top 10 list of books with his students. Overall, I feel like I have made great strides the last few years in increasing the size and variety of my classroom library.

Sheryl Elliott’s Blog: Chapter Six: Plan for and Monitor Independent Reading

I’ve conferenced more this year than any other years of teaching.  I’ve noticed several things.  Good readers like to tell you about their books.  They get excited when you ask them questions about what they are reading.  The conversation is about something they love.  Struggling readers will not say much about the books they are reading.  However, the more I conferenced with those struggling readers, the more they talk.  I believe one of the main reasons is when I conference on a regular basis, I am making sure the struggling readers are reading appropriate level books.  I love watching the students who have never truly enjoyed a book, enjoy a book for the first time. 

Isn’t it sad that independent reading time is the first thing we cut when time becomes a factor?  I am so guilty of this.  I’ll get in that meaningless morning work, but cut an independent reading time in a heartbeat….you know why?  I have to give the answers that will be on Friday’s morning work quiz…..have to have those grades in the grade book.  I am ashamed of myself for thinking this way.  This article “gives me permission” to cut everything else and make sure that independent reading is a priority every day, even when programs, snow, pull-outs, etc. interpret our day!

I need to increase the amount of “book talks” and sharing I do after independent reading.  I’ve improved the independent time and the conferencing, but I do not always allow time for students to share….add it to my list of how to improve, right!!!!!

I love the “Try It Apply It” section of the article.  In this section the author suggests that we applaud the child who says, “This book is too hard for me.”  I love that idea.  Kids, especially 5^th graders are usually too proud to admit that.  I need to make sure kids feel comfortable saying that.  Great article!  I enjoyed it!

Kelli Smith – Blog Post #5 Routman Ch. 8 –Teach Comprehension

I enjoyed reading this chapter because it made me realize that no matter how good a student can decode words, all is lost if he/she cannot understand what they just read.  I have seen this many times with my own personal children.  They may read an entire passage in a book, or unfortunately most of a book and then when asked comprehension questions, they have no idea what they just read.  In my classroom, I have non-readers.  My students are non-diploma track students and therefore,  may never actually be able to decode words to read.  However, they can comprehend what is read to them and learn to appreciate books and stories.  We focus on letter recognition, sound recognition and sight words but what good is that if there is no meaning attached?  I think this chapter shows us that we need to spend as much or more time concentrating on what is read rather than how it is read.  I love what Routman says about the fact that with most children it’s not the lack of word work that keeps them from understanding but rather the lack of knowledge etc.  We need to provide that knowledge as teachers and bridge the gap so that students can understand more of what they read or what is read to them.  I agree that this type of instruction needs to begin at the preschool level as soon as the students enter the school system.  Many of my students have that opportunity to receive instruction at the age of three.  We need to be consistent in ensuring that comprehension is weighted a heavily as word calling or word recognition.  If a student can read beautifully and pronounce all words correctly but cannot recall important facts then I think we need to take a closer look and ensure that comprehension skills are always taught, monitored and assessed.    

Kelli Smith – Blog Post #4 Miller Section 1: Not This: Is There Enough Time?

            I found that this made me take a harder look at what I do in my classroom with regard to time management.  My students needs many breaks during the day so I have to really strategize in order to get the most instruction in each day.  I allow time during each day for independent “reading” where students can explore a book or books of their own choosing and figure out what interests them.  Then, they sit one on one with a teacher or teaching assistant and have that book read aloud to them where they can follow along by looking at the pictures and turning pages.  We have to meet the students where they are but also allow them time to explore what interests them.  I have found that allowing the independent reading time fosters a love of books by the students.  They want to have the book read to them and learn more about what the book is all about.  They also can take this time to find what interests them most and then I can provide more material along those lines.  I think I could do a better job of providing more of these types of opportunities even when the day doesn’t seem to allow it.  It is so exciting to watch the students when we visit the library.  One of my favorite times is when we return to the classroom after library.   I give them about 10 to 15 minutes to look through the new book they have chosen and then we pick one or two to read aloud to the entire class.  Making the time and taking the time is worth it when it comes to the importance of literacy for all students no matter their ability level. 

Jill McDougald Dec. Blog Post # 5 You Only Have So Much Time, Ch. 12 Routman

This chapter title "hits the nail on the head"!  I feel this stress on day one of a new school year.  I giggled when Routman talked about the different times we think about what we are teaching for that day.  My thinking happens in the middle of the night, when I'm taking care of Kelsey's needs and  on the weekends, etc.  I need to learn to trust my instincts and experiences to guide my planning and teaching.  Routman suggests we keep independent work simple. I agree! I don't like giving worksheets as busy work that I have to find time to grade.  Some of her suggestions were:  simple book projects, read with a partner, finish a story started in guided reading , independent reading and responses to reading.  In planning my independent work, I need to ask myself, Is this activity helping my students become more independent as readers, writers, and thinkers?  If not, I need to throw it out!

In reading the section titled, Use Transitional Periods as Teaching Times, it reminded me that I need to review concepts taught while we are waiting on our friends finishing up in the bathroom, getting in line to go to specials and getting packed up at the end of the day.  On the topic of my Word Wall, I could play "I Spy" and give clues to words on the word wall and have the students guess what word I'm talking about. This would be a great review of the words.

This chapter has some great ideas on how to maximize my teaching time.  I really need to make a cheat sheet to remember all of them. LOL!  Lastly, I must make sure my students make a connection with their learning so they will develop a LOVE of learning!  That's very important to me.