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.