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!