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!