Martha Frye-Blog Post 1-Reading Essentials/Ch. 3

What does “Share Your Reading Life” look and sound like in the classroom of a kindergarten teacher?  I’ve often brainstormed with students the types of materials “people” read, such as newspapers, magazines, directions, recipes, books that tell us facts, books that tell us a story.  But I don’t intentionally make it personal to what I, myself, read.  Chapter 3 has motivated me to do so.  I read the newspaper every day and I can occasionally bring it to class with me.   I can bring the one and only magazine I receive at home and compare it to the Let’s Find Out Magazine the kids receive in the classroom.  I can share with them my favorite places to read:  on my front porch, sitting in the sand on the beach, at Hatcher Garden.  I can show them my library card and talk about how easy it is to stop by the Westside library and check out books.  I always share with them children’s books I own that have been autographed and inscribed by the author and/or illustrator and tell them how I met the authors and illustrators at writing conferences.  From my summer spent in the Spartanburg Writing Project, I show them books, short stories and poems I’ve written myself.  The “Try It Apply It” section on page 35 of the chapter has inspired me to attempt the reading record method described for kindergartners.  Later this month our hall bulletin board will have a “Falling in Love with Books” theme and will feature a photo of each child sharing a favorite book brought from home on that child’s Star Student day.  I hope this book sharing during the first month of school will increase the students’ desire to learn to read themselves and that before the year is over, each child will be able to independently read a book he/she shares in the weeks to come.

Casey Lyles Blog Post #1- Reading Essentials Chapter 3: Share Your Reading Life

I have always enjoyed reading—there is nothing like getting wrapped up in a good book!  Throughout elementary school I was the student that would work my way through series after series of books—I read all the time! I couldn’t wait to go to the library or get the latest Scholastic magazine which I would then beg my mom for more books!  My favorite part of the school day was when we were able to read silently to ourselves in a comfy spot in the classroom. However, as I moved through school and into upper grades, reading became more of a chore.  Instead of going to the library and checking out a book I was interested in, teachers began to assign reading.  I no longer had much of a say in what I was reading, but instead, had to read what my teachers told me to read.  I remember many dreadful summers throughout middle and high school that were spent reading novels that I had no interest in.  Not only did I have to read the book, but I would also end up having to write a paper or do some sort of project…Now, I know I’m probably preaching to the choir as I’m sure a lot of you also had to read the same novels and do the same sort of assignments.  Reading these books was torture for me and it was all because I was completely uninterested in the books assigned! 

Routman discusses in chapter three the importance of sharing our passion for reading with our students.  We develop a passion for reading by reading things we choose to read.  Often, students do not show an interest in reading because they have not found something that interests them and draws them in.  It is crucial that we help students, especially those who seem uninterested, find a book that interests them.  Routman states that “even students with reading disabilities can become proficient readers if their interest in the subject is great enough.”  Along with sharing our passion for reading with our students, we must get to know our kids and their unique interests so that we can help them find something to read that they are passionate about.  Students need to have a choice in what they read and it is our job to help them discover their passion for reading.

Jayna Lehrer Blog Post #2 Reading Essentials Chapter 3 – Share your Reading Life

 

While reading this article I couldn’t help but reflect upon my elementary school years and a particular teacher who really took my love for reading to a whole new level. I can still close my eyes and envision her reading corner being so inviting and comfortable. She had an oversized chair, floor lamp and a table cloth. What was the table cloth for you ask? Well, that was simply her “lap.” She would put part of the table cloth in her lap and then place the remaining part on the floor. We would then be called to crawl up in her lap for story time. She loved to read to us and we loved to listen. It was her love for books and reading that helped ignite a love for reading within myself.

Routman made the point that “our students admire us and seek to emulate us.” Because my former teacher made reading such an enjoyable experience for me, I then wanted to do the same for my students. I love escaping into a good book with my students. Setting up a safe, warm, cozy environment in my own classroom has been something that I have always strived to do. I am now currently working on adding to and organizing a classroom library for my students to have access to many different genres of books.

I also feel that it important to make sure that my students know about my reading experiences. Since my reading career currently consists of books such as Pinkalicious, Click Clack Moo, Where’s My Nose, etc, I plan on bringing my own daughter Gia, who is 3, into my classroom to share her favorite books with my students. I think that will make more of an impact than me just telling them about my reading habits at home with my children. Hopefully this will make them want to become a reader like her and give them the confidence to read. I look forward to trying to implement many of Routman’s other teaching tools in the near future.

 

Anna Johnson Blog Post 2- Share your Reading Life

Growing up reading was not always my favorite thing. I felt as if it was pushed on me more than me choosing to read for pleasure. The older I get I am shocked how much I love teaching reading. I teach to beginning readers and love when they can put sounds together for the first time and makes words. After reading this chapter I realized I need to take a look at my own reading life in order for me to help my beginning readers.          

A teaching tip Routman gave was to examine your own reading life in order to determine what is important for your students and your classroom. If you are not an avid reader, think about becoming one because it is hard to model something that is unfamiliar to you. If students do not read for pleasure they are not likely to make reading a lifelong habit or a goal. Reading is already very difficult for my students so for them to want to read for pleasure and to make it a habit or goal is a major task for them to overcome. Another point Routman stresses is having a personal library. I am continuing working on growing my own classroom library. I know most of my students do not have access to an amble library at home. In order for my students to have higher reading achievement I plan on providing those books in my classroom and instilling a love for reading in my students. 

Jayna Lehrer BlogPost #1 The Habit of Kidwatching

 

This article took me back to my college days. I specifically remember doing a Kidwatching project for one of my graduate classes. I actually found all of my old data from this project in my final portfolio from 2004. Looking back through my data I found that I was able to get to know this particular student as a learner both in and outside of the classroom. It provided me with an abundance of statistics in which I was able to create lessons to reach this student on his ability level.

In my Kindergarten classroom I am able to implement kidwatching into my curriculum. It is what pushes it forward and helps drive instruction. I am able to plan lessons, create rubrics, make assessments, etc. based on these kidwatching notes that I have created on each student.

I enjoyed the part of this article where O’Keefe was able to give me some “coaching” tips. I am looking forward to trying some of the techniques that he mentioned. One specific thing that I am already doing with my students during independent reading time is allowing them to use echo microphones to read. I purchased these at the dollar store about 3 years ago and they have proved to be worth the investment. The children can read into the microphone and it echoes back to them what they just said, therefore they are able to create expression and often times self-correct their words.

 

Valen Egan’s August Blog Post 1: Share Your Reading Life

Routman/Reading Essentials/Ch. 3 “Share Your Reading Life”

I have always LOVED teaching reading, and it is truly the best thing ever to get students to fall in love with reading.  After reading this chapter, I realized that I need to take a look at my own reading life in order to help my students see the enjoyment that reading can bring.

One thing that is abundantly clear after reading Routman’s chapter in Reading Essentials is her overwhelming love of reading.  When I came to the end of this chapter, I couldn’t help but reflect on my own love of reading and how it has, sadly, diminished over the years.  This fact is largely due to the time constraints of a busy lifestyle.  I can’t help but think that time constraints and busy lifestyles could also play into the reason why students may not have a love for reading like they may have once had.

Since time is so precious in today’s busy classroom, I realize that time is the best thing I can give to my students in order for them to discover a love for reading.  They need time for independent reading with books that they select.  They need time to reflect.  They need time to share their books with others.  If given adequate time, I know a genuine love for reading can begin to grow.

After reading this chapter, I discovered two take-aways that can help me with this issue of time.  For one, not assigning reading logs for students to keep up each week could be a great way to get a few minutes back each day.  Those extra minutes could be used for independent reading time and not wasted passively writing titles and page numbers on a piece of paper.  This is definitely a new concept for me, as I have always felt it was important for students to track their reading.  However, Routman suggests simplifying the record keeping students do.  I think Padlet would be a great way for students to track and share their reading with others.

A second take-away from this chapter for me was giving an outlet for students to share what they’ve read.  In the past, I have seen first-hand how one recommendation from a friend is all it took for the whole class to be hooked on a series.  I love the idea of a book review bulletin board and plan to incorporate this in my classroom soon.  Having students write a book review or blurb for other students to read will be a powerful, authentic way to get others reading.  I think it would also work well if I am included on the board and recommend books as well.

I’m very excited about instilling a “book love” within my students this year.  I’m also hopeful that I can find some time to put down the TV remote and pick up some books to rediscover the love for reading I once had. 

Allison Parliament-Blog Post #2 Laying the Foundations: by Johnson

In teaching students that are often “struggling readers”, a difficulty teachers come across when having a large group of students, is how do a develop curriculum that can be taught for each level or reader. Johnson, had mentioned in this article when listening to a struggling reader, when they come across an unknown word, as an instinct we often help them break apart the word, and have them sound it out. The students often when they are recognizing words, a reader might search for information from the letters and pictures (meaning), might gather information from background knowledge, and link part of unknown words to ones that they know (syntax). The student over time develops a network of strategies taught by each of their teachers. In my classroom, I applied it to making sure that I’m using a balanced literacy network. By using this, I am developing time to read to, with, and by my students.