Rachel Johnson- CH 4- Routman Blog 4

This chapter covered many topics but the one that spoke to me the most was the last page-raise your expectation.  Before last year, as a I teacher I would say I have high expectations for most of my students. That’s right, I said most of my students. I expected those students who were in Horizons, had parental support, were motivated high achievers, etc. to perform above grade level and I would not accept less than top quality work.  However, I did not hold those students who struggled, were below grade level, or did not have great parental home support to the same expectation.  I had a student in my class last year that proved me wrong-just as Routman said he would in this chapter.  Last year I had a child who was below grade level, had behavior issues, and had NO parental support at home.  His grades had always been C, D, or F.  I knew this child because I taught the older sibling and I decided that I wasn’t going to accept his below standard performance.  I worked with him during specials, at 7AM when he got off the bus, and every spare moment.  I pushed him as hard as I pushed my “elite” group of students.  And guess what-he rose to the occasion. When he saw that I was holding him accountable he actually tried.  Was he a straight A student?  No.  But he was an A & B student with some C grades every now and then.  This child, and Routman, showed me that if I don’t believe in the child and hold them to a high standard neither will the child.

Sheryl Elliott-Ch. 3- Routman Blog 3

Chapter three of Routman is explaining how important it is that I am the leader of reading in my classroom.  I love having “book talks” with my students.  I love telling them about the books that I am reading.  I think they love hearing how I have a hard time going to sleep and laying down the book!  They even say that’s why I’m cranky sometimes! J   I took a picture once of the stack of books beside my night stand that are on my “to read” list.  My students were amazed.  They even started their own “to read” list.  I like the idea of the monthly “author talk.”  I want to begin that really soon.  I think it’s important for students to see how excited I get about books.  We read chapter books together, just for the sheer pleasure of reading.  I love finding that “stop spot!”  You know the one that keeps them hanging.  That’s fun!  I love the author’s idea of keeping a personal reading record. I wish I had started that a long time ago.  I also wish I had done that with my own children.  Never too late, I guess!  Great chapter!

Blog #3 - Chapter 10 – Reading Essentials “Examine Guided Reading” (Angela Anderson)

I enjoyed reading this chapter of the Routman book and found many helpful ideas and insightful thoughts.  Second grade classrooms are busy places and facilitating guided reading groups with only one adult in the classroom has definitely proven to be a challenge to me.  This chapter’s noticings that I found to be most relevant include these:

·        The guided practice that occurs in the reading program is more important than the reading group itself.

·        Students need ample support before we “hand over” the learning responsibility to them.

·        After second grade, the ability grouping in reading groups should no longer occur.

·        Page 153 had some good ideas for flexible grouping activities.

·        Leveled texts must be high quality to promote reading for understanding. *

·        Books should be current and relevant. *

* I particularly like the leveled readers on the Reading A-Z site.

·        You need to try to meet with your lowest students every day.

·        4-5 groups make sense.  I do this with my Daily 5 rotations.

·        Focus on both accuracy and comprehension.

·        You can often tie reading instruction to other curriculum areas.

·        Groups should meet for only 10-15 minutes each time.

·        Flexibility with instructional reading, daily independent reading, and read-alouds is necessary to create a schedule that will work and may not always be exactly the same each day.

·        A large amount of time for the students not working directly with the teacher during reading groups should be spent on independent reading.

·        Working on Writing – a good idea is to first write a class story and then have the students write this as a little book to take home/read.

·        Page 162 has some good ideas to refer back to for Independent Activities to try.

·        Guided reading groups must not be interrupted for any reason other than an emergency. 

·        Evaluating the issues at the end of group time can help to address the problems/find solutions/prevent future issues. (See Page 166 for good end of session evaluation discussion help.)

·        Having a student monitor to help the independent work going on may be helpful.  Page 165 has good ideas for how the monitor can help when a problem arises.

·        When working with guided reading groups, focus on words first.

·        The Teacher Talk on Page 169 is a good page to refer back to when working in a guided reading lesson.

·        I love the Framework for Thinking about a Guided Reading Lesson on pages 170-171.  I especially thought the ideas for using oral cloze to monitor if students are “with you” and following along as you read together.  Having students read silently for a specific purpose and briefly respond in writing to check everyone’s comprehension makes a lot of sense to me.

·        Page 174 – Save This Assignment – Using a white board to write and post assignments is also a great idea so when you meet back together, you can get focused quickly.

After reading this chapter, I am excited about trying some new ways to facilitate reading groups in my classroom.

Bog #2 - Chapter 2 – Reading Essentials “Bond with Your Students” (Angela Anderson)

I found this chapter to have many good insights and reminders.  Some noticings that I thought were most relevant include these:

·        The strongest predictor of reading achievement is student-teacher relationships.

·        Catching students’ fascination is important to bonding; extend an invitation to them to read and participate.

·        With a bond and trust, we can make magic happen.

·        Look for ways for students to shine.

·        For struggling students, look for the one thing they wrote or did that makes sense and affirm it.

·        Call on a student to respond and then collaborate to guarantee success.

·        Bonding is very important, and with strong bonds reprimands may become less necessary.

·        Use a language of encouragement and respect.

·        Celebrate the lives of students.

·        Allow students to be responsible for keeping the classroom well-functioning and beautiful.

·        Become “real” to our students.

·        Publish the writings of our most struggling students first so they can use these writings to help with their own reading of their story.  Connect writing to reading.  These could be shared stories even.

·        Read alouds are the quickest way to bond with kids.

·        One on one reading interviews are the best way to get to know your students as readers.

·        Focus on the joys of our students – their delightfulness and curiosity.

·        If we want our students to be excited about learning, teachers need to relish learning.

This was a great chapter for me to read this year.  Although I have done a good job with many of these bonding activities, there are some I need to try to incorporate more.  I especially like the idea of publishing the writings of our most struggling students first and using this to help them with their own reading.  The bonds we share with our students will help to create a classroom more conducive to learning and less focused on student behaviors.  

Blog #1 “The Habit of Kidwatching” – O’Keefe (Angela Anderson)

As I was reading this article, I gained insights into better ways to observe and learn from my students and what they are doing in my classroom.  I thought about how helpful it would be to have some roster/rubric checklists on a clipboard to assist in record keeping (kidwatching) for my students.  Since returning to second grade, I have used a binder notebook with sections for each child in order to keep reading conference/small group records.  I use various forms; but after our last D6 session, I think I may try using just paper and small sticky notes to keep records of what we do in reading groups and in independent reading conferences.  Miscue analysis coding and other note ideas suggested in the article seem like they would make kidwatching easier during independent reading block time.  I especially like the suggestion, “My advice would be to write something, even a single sentence, everyday about every child.”  I feel inspired to try to do this.  Fingers crossed!

Laura Keller - Blog #3 Routman - Chapter 3: Share Your Reading Life

Honestly, as a teacher, I have tried to stay away from sharing too much about my personal life.  I want the students to get to know me in the beginning with the basics, but my own personal experiences I share sparingly because I do not want to ever come across in a way that might make kids feel like I am bragging.  Also, since I do not teach reading, I do not stop to talk about reading except when using a book to introduce a new math topic.

My reading repertoire is not as vast as some teachers.  Yes, I did read my 100 books when taking Children's Literature.  Yes, I do read to my own child often.  Yes, I love to read magazines, but I do not pick up a book and read for pleasure....unless it is one inappropriate trilogy that I was sucked into by some friends.  Yep, peer pressure forced me to read.  So talking about reading might not be as impressive as others.

If I were to stop and take note about what I do that is centered around reading then that might be a larger topic.  I do love to go to Barnes and Noble and browse.  I could spend hours looking at books and magazines.  I do have books that I might like to read.   I am drawn to informational text or non-fiction than fiction.   I probably should just be honest and tell my students so that I could have a connection with those that are like me.

One thing that I love about this chapter is discussing the importance of having a personal library.   For one thing, I think if students had an interested in keeping their own personal library then they might take care of mine.  I never thought about encouraging this, but I will.  Especially, when it is time for a Scholastic book order or time for the Book Fair, this may be a good time to mention this.

While I may not read as much now, I do remember a time, when I had to read some classics in High School and College.  I remember many things about those books.  I take time to watch every movie version that has been made of the books.  This would be something fun to share.

There was a lot to take away from this chapter.  So many things that were mentioned were things that I had never thought about.  There were several checklist in this chapter that could be very useful for my literary training.

Laura Keller - Blog #2 Routman Chap.5 Organize an Outstanding Classroom Library

As a second year teacher, man things are still in progress in my classroom.  I am still trying to figure out how to organize everything.  Some of my organization has changed since last year and some has not.  One thing that I did spend a tremendous amount of time on over the Summer, was organizing my Classroom Library.  After reading this chapter, I realized, I have a way to go to perfect the organization.

One of the things that this chapter made me realize is that I need to add more "Light Reading" to my collection.  Not every reader wants to pick up a chapter book and read it from page to page.  I actually identify with this myself because I enjoy "Light Reading" on a daily basis.  Another change is the choices of books that I have.  I actually have a great deal of chapter books for higher level readers, but I am lacking in things that interest my lower level readers.  In fact, I have spent more time sending my lower level readers to the library to pick a book because I do not have one that they have not already read.  Fortunately, I can pull from my massive home library and contribute to my classroom
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I do love how this chapter says "Find out Students' Favorite Authors, Series, and Book Titles".  I am working on a survey to find out more from my students about their reading interest.  I try to write down any suggestion that they have and make a wish list.  I also take note when they order from Scholastic to see what they are ordering.  Interest, Interest, Interest is so important!  They will stay more engaged if they are interested in reading it.

Overall, I loved reading this chapter.  It is especially important for those of us that in the beginning of our careers to think about organization of a library while we are still creating it.