Byrnes - Routman (2003), Ch. 3: Share Your Reading Life

Routman (2003), Ch. 3:  Share Your Reading Life

Teaching is different year to year due to many variables, which include student interest, personalities, home life and many more things. This year, I have a much different class than I did last year, due to so many varying levels of experience in my classroom. Having these students in my classroom challenges me to be a better teacher. Part of that requires that I remain positive and encouraging with my students. Let’s be honest, some students make this part of our job challenging. On page 25, the author states, “Our students admire us and seek to emulate us.” This statement really jumped out at me, even though I see it in my classroom every day. I have MANY anxious readers this year, which is so different from last year. I have found that my students truly enjoy Eric Carle books. So I have tried to rotate those books so that they are not bored with just one Eric Carle book. They truly enjoy Brown Bear, Brown Bear, and even have it memorized. I have used this love of Eric Carle my students have used it to my advantage. My students seem to have longer attention spans when one of his books are involved and I like to use my students’ interests to help them retain any information when possible. My students feed off of my love for reading and they get truly excited about reading. I used their love for Eric Carle and branched away from his books to help expose their love for reading. I have learned that if I do not seem enthusiastic about learning and reading, neither will my students. 

Byrnes - Johnson, P. (2006). Laying the foundations. In P. Johnson, One child at a time: Making the most of your time with struggling readers (pp. 13-25). Portland, ME: Stenhouse.

APA Citation:  Johnson, P. (2006).  Laying the foundations.  In P. Johnson, One child at a time:  Making the most of your time with struggling readers (pp. 13-25).  Portland, ME:  Stenhouse.

I was very skeptical when i first read the title of the article. I thought, "one child at a time?!" I'm very glad i read the article anyway. Reading this article made me realize that I truly am helping my students learn to read to the best of their ability! As a 4K teacher, these students do not have the strategies to "figure it out" by themselves. Also, telling my students to "sound it out" just does not work if they are unable to even recognize the letters. The fact that I am using books that the students have made and teaching them to use the pictures to help them figure out what the book is about is exactly what the passage was talking about. We cannot just assume that our students have the strategies they need to figure out words or that they even know where to begin to try to understand what they are reading. This passage reinforced what I have been trying to teach my students. while the passage was talking about older students, it is certainly applicable to my 4K class...especially due to the fact that i have some students that are ready for leveled readers now. If I can help my students with some strategies on figuring out how to read with strategies, I will be setting them up for success as readers...one child at a time.

Mills, H., & Clyde, J. A. (1991). Children’s success as readers and writers: It’s the teacher’s beliefs that make the difference.

Byrnes - APA citation:  Mills, H., & Clyde, J. A. (1991).  Children’s success as readers and writers:  It’s the teacher’s beliefs that make the difference.  Young Children, 46 (2), 54-59.

After reading this selection I firmly believe that we need to teach writing and reading in a way that is meaningful to students. By teaching them in a meaningful way, we will see them rise and meet the potential we know they are capable of reaching. It is important for students to feel that they are being challenged but that they also have control over their learning. If students are in the kind of environment where they are exposed to different kinds of print and different styles of writing, they will have more learning to fall back on and recall when they are attempting to write on their own. As teachers it is important for us to create this type of environment to help nurture what they are learning, and what they could possibly tell us about what they need to help them grow as a learner. I believe Matt had behavior problems in the first class he was in due to the fact that his learning style was much different from the teacher’s. The teachers at the Child Development Center created an environment that nurtured the learning style Matt needed to be successful as a learner. 

Blog Post #3 Foley-Miller Section 1: Not This: Is There Enough Time? And Is Time Enough to Support Independent Reading?

Although Miller’s text is not geared towards 4K, I found the information in section one applicable to my classroom.  Like the teachers Miller wrote about, I too struggle with making all the things I need to teach as well as “do” fit into my daily schedule. Between breakfast, hand washing, late arrivals, and the length of time I am supposed to engage the students in interest areas, I struggle with making sure that my students’ time with me is meaningful. 

At the beginning of the year, my time is consumed with building routines and engaging my students in procedural lessons, like teaching my students to engage in centers and using material appropriately. It is my hope, that by "training" my students, they will build the  classroom strategies necessary to move forward towards learning concepts, like letter identification, sound/symbol correspondence, etc.  

Blog Post # 2 Foley- Routman Chapter 12: You Only Have So Much Time

After reading chapter 12 of Routman, I wondered how purposeful my Creative Curriculum is for my students. When considering my students development at a 4K level, I wonder how the curriculum I have been given best meets their needs.  I feel this way because, Routman strongly believes that student work should be connected to their lives, should be valuable to them, and should provide opportunities to expand their skills, knowledge and thinking. Based on Routman, I wonder if all the activities and assessments I am asked to do with my students are in their best interest as learners.

Blog Post #1 Foley-Routman Chapter 4: Teach with a Sense of Urgency

I agree with Regie Routman that I should be teaching with a sense of urgency and, thus, making every moment count for my students. To do this at a 4K level I would first have to consider each students zone of proximal development. Then I would need to use Routman’s Optimal Learning Model to engage my students in learning across all subjects.  This would involve explicitly demonstrating for my students what I want them to learn. Next, the students and I would engage in a share demonstration of what I taught them after I would provide many guided opportunities for the students to practice. Finally, if learning has occurred students should independently be able to practice what I have taught them.

Blog #3 Cleland Routman Ch. 3 ‘Share Your Reading Life’

So, I will be totally honest….the first chapter of this book kind of frustrated me.  Yes, she wanted to bring the joy back into teaching but she was preaching to the choir, so to speak.  Chapter 3 however, I totally loved!  I love to read…all kinds of books.  My mom taught Kindergarten and Second Grade for almost 30 years.  She has a love for children’s books like no other.  I have tons of access to books as a child and loved them.  She has a personal library, just like Routman, in her home.  When she retired she brought all her books home and they are arranged by category and author in her den.  

When we are there with my kids and something comes up, she says “I have a book for that!” and she does!  The Relatives Came, The Doorbell Rang (she makes my kids chocolate chip cookies and says ‘No one makes cookies like Grandma’) and on and on ….

I guess I inherited that love and when I get to share special books that are my favorites I get excited!  I instilled it in my own children at an early age and now as 7^th and 3^rd graders they are avid readers.  

When I introduce a favorite book to my students I love to talk about when I read it as a child, the memories, the experiences and what were my favorite parts of the book and why.  I tell them all about the books I have at home.  Which ones are my favorites and how I got them.  When we had library time last year the kids would be so proud if they found a book in the library that I had shared with them in the classroom.  I LOVED that!  

When my students parents ask me how they can help with at home with their education I tell them to read with their child.  It is valuable one on one time but it is the single greatest way to help them grow.  More than flashcards and learning games on electronics, reading together can help a student have a great foundation in their educational career.  I loved some of her practical suggestions for getting students excited about reading.   Some are not appropriate for my students but there are few that I hope to use.

Blog #2 Christina Cleland Miller “Is There Enough Time?”

That is a question I think every teacher asks every day.  In our environment the things that challenge out time are many times things out of our control.  With a young student population of 4 and 5 year olds at any given moment we may be dealing with someone who got sick, someone who didn’t quite make it to the bathroom, another student with inconsistent attendance or a student who speaks very little because they do not speak or understand English.  Time is like gold! 

So, we are constantly evaluating our time and how we can make each moment count.  For my students, they can look at books of their choosing during transition times.  We have a reading center and as the year goes on it is great to sit down with a student one on one and read books together.  As the chapter said, we can learn a lot about our students, their abilities and their interests when we are able to take the time to do so. 

The story about the soldier guarding the bench was a great illustration and definitely food for thought.  What benches am I guarding?  And why do I not want to let go of them?  Is the reason for me or is it for me or the student?

Blog Post #1 Christina Cleland -Children’s Success as Readers and Writers: It’s the Teacher’s Beliefs That Make the Difference By Heidi Mills and Jean Anne Clyde

This article was a case study of a student who reacted and responded in two completely different ways in two very different classrooms.  He transferred from the first classroom and moved to the one at a Child Development Center that was based on the whole language philosophy.  When Matt was given the freedom to create and write in a way that made sense to him. 

When his former teacher was approached about his promotion to first grade her description of Matt was the polar opposite of the child they had experienced in the past seven months.  She refused to agree that he could move on to first grade and be successful.  Her structure of how she relayed information in her classroom was very ‘old school’.  The article states ‘What a teacher believes about teaching, learning, and the nature of children will expand or limit the opportunities for his or her children to achieve their potential.’

I agree that each student deserves an individual and integrated approach to learning.  They can grow from so many different ways to approach learning. The challenge as teachers is having the freedom and the time to differentiate instruction and learning for each student.   It was encouraging to see how Matt responded to the whole language approach.  I feel like I give my students many different ways to express themselves but this article definitely encourages me to strive to find more  ways to give each and every student those opportunities.

McKenzie Blanton blog #3 Routman, “You Only Have So Much Time”

               This chapter was a very affirming one. At times I have felt like I am the only one who feels like I just can’t leave work at work. I am constantly thinking about work and how things could be done differently. I bring work home at night and on the weekends. I feel like I do try to have a separate “real” life but it just doesn’t seem like there is enough time in the day for all of the must do items. Time has always been an issue but the past couple of years my to-do list of teacher items just seems to be growing. Although I know it everyone feels similarly it is nice to see it in print.

               The chapter also gave a different take than I have heard in a while on teacher guides. I have most recently heard people explaining that sticking to a teacher guide is what is best. Her view was quite different. She explained that these are resources. This was so encouraging to hear. I feel like she was giving the power back to the teacher as far as decision making within the classroom. She totally understood that the classroom teacher has a reason why she is doing the lessons that she is. Teachers that were doing things differently than what she would do she made gentle suggestions to try new ideas. She told them to just try it and not worry about the outcome the first time. This is a concept that is hard to do because people do seem to only think about the lessons that didn’t go as planned. I think this is a free pass to try a new strategy and not think about if it failed, just keep trying. 

McKenzie Blanton blog#2: Miller, Section 2

              I very much agree with this chapter. I believe that independent reading in school and at home is important. Students are able to form their own opinions about books. I remember in middle school for the first time gaining the understanding that I could choose what I wanted to read. This made reading so much more fun. When I actually liked the books that I was reading I read more often. When books were assigned for reading I read them less intently.

               It makes me sad that some schools are moving away from silent reading. I do believe that having reading conferences helps students maintain their attention and focus in reading a book. This simple check-in procedure helps students see the importance of reading a book for meaning and pleasure. I think conferences allow teachers to check for understanding and fluency in the book being read. I do think that silent reading has a place in the classroom but I believe that the new suggestions are great additions to this program.

Caroline Smith - Blog Post #3: "You Only Have So Much Time"

TIME is a fascinating thing to me, especially as a teacher. Most days I bounce back and forth between complaining that I need more time and wishing time would fly by (especially when the kids are in rare form). Most days I am not leaving the school until about 5:00 but I have gradually been working on leaving earlier and earlier. It is so important for teachers (and everyone) to take time for themselves – to spend time with their family and friends, figure out and do things that make them happy, and just enjoy life. It seems like time is slipping by with all of the demands that are put on educators: testing, curriculum development and trainings for various things. While I know that these things are important, it sometimes becomes hard to find a happy balance of personal and professional lives and responsibilities.

While taking time for ourselves is important, Routman also discusses how important time is in the classroom as well. The teacher guides and manuals that we have should be used as a resource to help guide our instruction but it doesn’t have to completely control it. I can personally say that I do use my teaching guides and implement parts of them, but I use my own judgement and common sense to determine what works best for my students. Routman states that we all invest more energy when a task is pleasurable which is important to remember because my students will not be joyful in their learning if I am not setting a joyful example.

McKenzie Blanton Post #1 Children’s Success as Readers and Writers By Mills and Clyde

        I like that this article highlights different learning environments. A student may been seen as being successful in one environment. Then when put in a classroom where a different teaching strategy is being used the student can be seen differently. I think it is particularly interesting to think that the same student can be seen as a failure or success based on the classroom teaching style being used. This makes me wonder if another student in the same situation would have similar results.

        This article confirmed my thought process behind writing. Writing does not began with the formation of letters. Writing is more about thoughts and ideas. If a student has difficulty identifying their thoughts and ideas in their own mind they often have trouble putting them on paper. I have worked hard in my classroom to promote these types of thoughts. We work on letter formation as a different skill set all together. 

Trina Lancaster Blog #3 Share Your Reading Life Routman

          I enjoyed reading this section because I do like to share my love of reading with students. I do share what I read and why I love to read with students. I have always believed it was important for students to see teachers read and know that they enjoy reading whether it be a read aloud at school or a book at home before bed.

          I like the idea of keeping a class chart with favorite authors and books. I think that would be a great way for teachers and students to share what they like and why they like it. It would also help our preschoolers with another visual of “who authors are” and what they do.

Caroline Smith - Blog Post #2: Organize an Outstanding Classroom Library

Perhaps the biggest thing that stuck out to me in this chapter is where Routman makes the point: "while we have poured thousands of dollars into commercial programs, technology, and test prep, it is rare for funds to be allocated for classroom libraries." She goes on to say that teachers wind up spending large amounts of their own money to make up for what lacks. This seems so frustrating for me that with such an emphasis being put on literacy and reading, we are not given the materials that we need to make that happen which makes no sense. I wasn't surprised to read that the most effective reading programs include large classroom libraries - the more books the better. Most of the children in my class come from low income families so they might not have access to as many books as other homes do. While it is great for children to read books online, most of these families probably do not have access to the technology to allow their children to use the same online reading websites that we use in class. 

Routman suggests that to create the reading initiative, educators should expand the home-to-school connection. This will ensure that students have books and materials to read at home to borrow and keep. I will admit that this part is harder for me. Especially knowing that I am buying these books out of my own pocket, it's hard to know that I would be losing the already limited resources that I have if the children took them home. We used the "Book Buddy" system at my old school where the children would "check out" books that were appropriate for them, take them home and read them with parents, then bring them back in a few days to check out another book. More often than not, we never saw those books again which wasn't as big of a concern because teachers didn't have to pay for them on their own (so it seems less of a personal loss). I do think that an easy and important way to encourage parents to get books for their children is through the public library. 

As always, it's important to select books for my classroom library that my students actually are interested in and want to read. With my 4 year old students it is important to include things for "light reading" as Routman calls it. Magazines, comic books, and picture books with lots of illustrations are great because they are more manageable for these students. But no matter how many books I have in my classroom, if they aren't organized than I am not helping myself or my students. I like organization anyways so the fact that my library isn't organized right now bothers me! It needs to be inviting and comfortable for my students and I feel like I have done a good job creating the "comfortable" atmosphere so far. Of course there is always room for improvement but I feel that by reading the ideas in this chapter, I have a good idea of where to go from here!

Laurie Smith Blog Post #3 Routman Chp. 4 Teach With a Sense of Urgency

I found this chapter very helpful to me. We, as teachers are told to have high expectations and that our teaching should always be with meaning.  Schedules are an important part of having a structured classroom, but as we all know, schedules don't always stay on track for various reasons.  As they say, life is what happens when you are busy making other plans.  It's ok when your schedule gets off track.  No need to stress, there are teachable moments everywhere.  Especially for my students who have developmental delays and other disabilities they are dealing with.  There is always something to be learned, whether it is written on our lesson plan or participating in a surprise fire drill that interrupts our day.  Sometimes we get so focused on what our lesson plans tell us to say, that  we miss a very good teachable moment. Routman states that " When teachers understand and internalize the Optimal Learning Model, teaching and learning become more effective, efficient, and enjoyable.  They begin to base instruction on what kids need rather than on the components of a literacy program.  With expert assistance and encouragement learners gradually move from dependence to independence."

Laurie Smith Blog Post #2 The Pleasure Principal by Nancy Atwell

I like the idea of reading being a "pleasure". It is supposed to be a pleasure, and some students just don't see it that way because they see it as just another way to be tested, questioned, and monitored.  It's more of a task that has to be done to get through school.  In this article it talks about the importance of a reading workshop.  Really getting students interested in reading things they want to read about or find interesting.  Introducing new books by doing book talks and letting them know it is ok to put down a book they have started but not finished if it turns out that it isn't as good as they thought it was going to be.  Atwell states that she lets her students in on the "secrets" of reading that all passionate readers know but are rarely told.

• The right to skip pages
• The right not to finish
• The right to reread
• The right to browse
• The right to read anything
• The right not to read something
• The right to escapism
• The right to read anywhere
• The right to read out loud
• The right to not defend your tastes
• The right to access to lots of books. (her students added this one)

We don't need to have SSR or DEAR to create successful readers.  They don't need to be bribed to read with a treat of ice cream or a teacher dunking booth if they read so many books in an allotted amount of time.  They just need to be taught how to read for pleasure and really get lost in a book.

Reading Essentials: Ch. 1 Simplify Your Teaching Life October Post #3

Wow! That was my first reaction when I first read this chapter. Just wow. It really spoke to me and hit home. I know this may sound bad but let me explain. I have been saying for years that people take teaching way too seriously. Does that mean that teaching is a joke? No! Absolutely not. I just feel that teaching can be fun and it seems that it has gone.

I remember being a kid and enjoying school. I looked forward each day to coming. Was I a nerd? Nope. I just really enjoyed the environment. The main reason is because of the teachers. I remember how the teachers would smile.  How they interacted with one another. When I first got into teaching I experienced it first hand. I was able to build those kind of professional/personal relationships. That has changed. There is not a time for any of that. All of the time is taken to the very last second. It's just not as fun.

Do I have the answer? Again, no. But I do believe that Teachers should be first. I know that sounds crazy, but think about it. If teachers are happy to be teach, who are they going to put first? Yep, the students. I mean how many companies firmly believe in making their employees happy first? If they are happy, products are better. Products are better, customers are happy. Pretty much common sense. So I am looking forward to reading just how we can make teachers happy. Teachers happy=better prepared students in my opinion.

Kayla Manning Blog Post #3: Ch. 4 Teach with a Sense of Urgency by Routman

     I truly enjoyed reading this chapter. After reading this chapter I am not going to freak out if we get off schedule because there is a learning opportunity in everything. Routman talks about how as teachers it is our responsibility to make sure every moment has meaning. We need to make the most of every second of the day. This does not mean we should freak out if we get off schedule but to realize there is ALWAYS a teachable moment.
    I am a very big planner and enjoy making schedules. With this being said I have a hard time when my class gets off schedule. I am doing much better now than I was at the beginning of the school year but I still struggle with this. Routman helped me realize as long as I am teaching with a sense of urgency it is okay if my schedule gets off. This is a fabulous concept for my students especially. Being the Deaf/HH pre-school teacher all of my students struggle with language. We can input language at every second on or off schedule.

Kayla Manning Blog Post #1 No More Independent Reading Without Support Ch 1

     The idea of reading to learn about yourself fascinated me. I was and still am the slow reader who seems to never get to the end of the page before it is time to stop reading. I have never really enjoyed reading because I felt like I was not good at it. I was too slow. This idea of learning about yourself through reading is very interesting to me.
     Reading was never presented to me in this way. I always heard, "Get lost in the story. Travel through the world....etc" All of these things that I was and still feel like I am unable to experience because my mind is always thinking about what I need to be doing. I do not allow myself to loose my sense of reality and "get into a story." But, finding out who I am through reading.....I can do that.
      When I think about my college experience and all of the eductional articles I have read throughout the years I believe I have learned a lot about myself through reading. How I feel about different teaching strategies and methods based on what I have read.
     I would like to take this idea to my students. They need to pick books that interest them. This is the time that boys and girls are discovering what they are interested in. Do they like cars, sports, cooking, etc. I need to do a better job of having my students expand on the story as a whole not just one picture.

Jennifer Campbell Blog Post #3 Chapter 4 Teaching with a Sense of Urgency

            In this chapter I enjoyed reading the section “Include Interactive Reading”.  It reminded me that interactive reading doesn’t always have to involve interaction from the teacher, but it can come from a peer.  During read alouds I forget that another important resource for meaning can come from their peers even at the age of 4 and 5.   According to Routman “When students informally share their thinking with peers, rather than just the teacher, they listen and talk more.  Their joint thinking and talking aids their reading understanding.”  This is something new I would like to try in the near future with my students following a read aloud or even in the middle of one to see what they are able to gain from each other. 

Jennifer Campbell Blog Post #2 Routman Chapter 12:  You Only Have So Much Time

            My favorite section in this chapter is when Routman talks about using transitional periods as teaching times.  She writes that “Karen Sher teaches her phonemic awareness incidentally (but deliberately), often during moments spent cleaning up, walking down the hall, going to lunch, getting ready for the next activity.” She includes the example of replacing the initial sound of every word in a sentence “Pet’s po out por pecess”.  I can really see my kids getting a big kick out of this game and the /p/ sound will probably stick better than everyone just saying “puh puh puh”. 

            I often forget about these small snippets of time.  Often they are spent redirecting student behavior (dancing, turned around, or touching a friend), but perhaps using this technique could also prevent the inappropriate behavior and turn it into something more positive and meaningful.

Kayla Manning Blog #2 Why Not? What Works? by Miller

            We have been discussing the importance of a classroom library and Miller discusses this thoroughly. I was blessed to have a hand full of books left in my classroom for me however there is not nearly enough. As a first year teacher I need all of the resources I can get. Currently, my classroom library is struggling.
           I have a small book shelf that has several books that the students love to read as well as the books that go with the unit. I need to do a better job of going through my books and getting books from the library that go with the units for this shelf. I have good intentions but seem to run out of time to actually do this.
           I need to go through and organize my books better. I think I do a good job of allowing students to read on their own but would like to do more follow-up activities and have the students discuss what they have read. This would be a fabulous way to work on our language skills.

Jennifer Campbell Blog Post # 1 Routman Chapter 5:  Organize an Outstanding Classroom Library

            Routman states on page 64 that “…children read a great deal more when they have easy access to books, and well-designed, organized, ample classroom libraries provide the easiest access for students.”  When I came into my first year classroom, I had a pile of random books that had just been left.  How in the world do you provide an ample or organized library from that?  How do you organize it to make it appealing?  Then I read “An adequate classroom library will have at least two hundred books, but an excellent library will have more than a thousand.”  That’s even more daunting. 

            Fortunately, several of my books in the pile were about diverse families, going to school, or students on field trips.  I’ve supplemented the library by using books provided in our curriculum, class books, borrowing from the library, and bringing in books from my own children’s collections. 

            As far as organizing the books, I put out seasonal materials, books about friendships, and books related to our current unit.  I have them arranged on a double sided bookcase so that the covers face out.  I know when I'm choosing a book when time is limited, I look at the cover first.  Several of the books are ones we’ve read as a class over and over.  My library isn’t fancy and certainly isn’t ample, but my kids love looking at our books.  Whenever my students finish their work early, they can pick out a book to read.  On Tuesdays we have a scheduled 25 minutes to just sit and look at books.  Each week kids are assigned to our library center for 25 minutes to look at books or play with our felt pieces that go along with our stories. 

            Even though I do not have the 2000 book library, they certainly have easy access to our books. My students have shown me through their enthusiasm to browse the books and argue over our read-aloud books that it’s definitely working for them. 

Lisa L. Smith  Why Not?  What Works?

Blog Post #3

From:  No More Independent Reading Without Support by Debbie Miller and Barbara Moss

Submitted by Lisa L. Smith (CDC)

I guess I thought independent reading was simply that, independent reading.  However, there is a vast difference in independent reading and teacher supported independent reading.  In the traditional method, there is no accountability, no motivation really, and very little guidance.  Some students may simply spin their wheels.  With the teacher’s guidance however, the student is expected to make goals, talk to the teacher, read aloud to the teacher, and make choices from different genres, and participate in conferences with the teacher.  It has been proven over and over again that independent reading, especially outside of school is connected with higher test scores. 

            In addition, the common core standards that have been adopted by many states calls for independent reading to be a requirement at all grade levels.  It also mandates that students should be reading a variety of genres of complex text.  Research shows that students must have time to read, access to a variety of texts, choice in what they read, teacher support, and the ability to engage with others about their reading in order to be highly successful and have growth as independent readers. 

            Though the level of the reader should determine how much support the reader will need, all readers of every level must have time to read texts of their choice on a regular basis.  They also need explicit instruction about what, why, and how readers read.  One way teachers encourage readers to read a variety of texts is using the genre wheel.  Students also need genre specific reading instruction.  When reading aloud to students, teachers should model and point out things about specific genres that they notice so that students can begin to notice them too.  Teachers are a vital element in reading instruction.  They must help the reader engage and explore the text while supporting the reader throughout the process. 

            It is extremely important that classroom libraries provide a variety of books and a variety of levels.  It is also crucial that teachers hold students accountable for their reading and engage with them about it.  Reading independently is linked to growth as a reader and an increase in text scores.  This is a win for both teachers and students.  

Trina Lancaster Blog #2 Why Not? What Works? by Miller

            On page 28 it says that classroom libraries are essential in getting students to read. I most likely fail on that part because I have tons of books in my classroom but I don’t let the students read any but the board books. So in essences I have failed at having a good library for my students to use. I can argue all I want to about how much money I have spent but what is my goal? Is it to have a fabulous library that only I can read books to students or is it to foster a love of books and reading in my students by having books they want to read and allowing them to read them.

            So what kinds of materials should I have? I need to acquire more books that they are interested in such as Peppa Pig, Daniel Tiger, Hello Kitty and Super Heroes. I need to let go and let them dive into the books and quit trying to keep the books looking pristine. A well-worn book shows it’s been loved after being read many times.

            I need to let them read the books and then let them talk about them. Talk to me or to other students. Let them have fun reading the books they want in our class library and worry less about whether they are stepping on the books or pulling out the pages. I need to by a book titled, “Let it Go” and sit back and watch my students enjoy reading!

Andy Connolly September Post #2 Section 1: Not This: Is There Enough Time?

i honestly wasn't sure how I would like this before I started reading. i figured I'd read Section 1 and see what happens. It is a very interesting article. It actually peaked my interest enough that I will be reading Section 2 later on. The author expressed many of the concerns I have about independent reading. The main concern being time.

After reading the experience in the Baltimore school, I could see how time can be found. I began to think about my class times here at school and ways I could tweak my schedule. It is amazing at just how much time is available when you take a good look. I look forward to reading further and gaining some tips that will help me in my classroom.

Andy Connolly August Post #1 Children's Success as Readers and Writers

I found this article quite interesting. I wasn't sure how I would feel about it when reading the title, but after a few paragraphs I was in complete agreement that teacher's beliefs make a difference. It was interesting to see how just a different environment for just a short period can make a difference. And of course the environments can be attributed to the teachers that make the environment.

I am aware that the main idea about the article is about reading and literacy, but being a special education teacher that taught children with emotional disabilities, it had a different meaning to me. I would often get students who were having difficulties with their behavior in the general education classroom. Many times I would go observe the student and try to help the teacher. Usually by the time I would go, they had given up on the student and they would come to me. The teacher sending the student would ask if I wanted any notes he/she had taken. I usually did not. I wanted to learn about the student for myself. I didn't want to have any preconceived ideas about the student. More often than not, I would see a different student than what their previous teachers saw. I feel this is because I had different ideas of what I expected. I allowed students to stand and work. I feel like each student learns differently and not all students will fit into a classroom where sitting is required all day.

The article was definitely beneficial to me. It helped me see that what I was doing was helping children.

Meredith Cox September Blog Post #2 Routman Chapter 2 Bond With Your Students

The statement "Unless we reach into our students’ hearts, we have no entry into their minds" really jumped out at me in this chapter. It is so true that we have to first develop a relationship with our students so that they feel safe, cared about, loved and valued in the classroom. The paragraph that talks about looking for ways for students to shine is so important to me as well. I feel students need to be encouraged and built up in the classroom in order for them to gain confidence in their learning abilities. In Chapter 2 it states that "success breeds more success; repeated failure leads to the feeling I can’t do this. Often students give up." This really hits home with me. My kids often tend to continue on the path of being successful after they have accomplished a task for the first time. I like the idea of the "I Can" book. Every child has their own strengths and weaknesses and it is up to us to build upon and recognize the child’s individual strengths.

We as teachers set the tone for our classrooms. I agree with the statement "you modeled respect by the way you treated each student and teacher." We are our student’s role models. It is our job to give our students the understanding and language of how to treat each other in our classroom. I like the idea in this chapter about encouraging shared decision making. I would like to involve my students in establishing classroom rules and processes and organization of the classroom. This shows our students that we value their input and have respect for their ideas and thinking.

We have a real advantage as four year old kindergarten teachers. Having the opportunity to go on home visits twice a year is such a great time to really get to know where our students are coming from. We can sympathize with our student’s home life situations because we have the opportunity to see it first-hand. Home visits give us the chance to sit down with our students and their families and build a relationship with them. For most of our students, 4K is their first time away from home. Being in a structured environment is very overwhelming for many students in the beginning. Home visits allow us a time to discuss any concerns our parents may have and bond with our students and their families.

Meredith Cox October Blog Post #3 Routman Chapter 5 Organize an Outstanding Classroom Library

After September’s class meeting about classroom library, I decided to read the chapter from Reading Essentials and Organize an Outstanding Classroom Library. I agree that we as teachers need to lobby to our administrators, superintendents and school board members for funds to help build our classroom libraries. I was very fortunate as a first year teacher to have my mother who is a retired teacher pass along books to me as well as another retired teacher who also gave me books and other materials for my classroom library. I feel very sorry for teachers in their first few years of teaching who have to rely on their own funding for books for their classroom. I liked how this chapter gave some suggestions on how to go about getting resources for your classroom libraries such as having students bring in favorite books from home on "loan", having a classroom "book swap", and borrowing from public libraries. I believe that the suggestion of students bringing in a book from home on "loan" could really help to spark student interest in reading. We do this all the time as adults asking for suggestions on what is a good book to read or borrowing a book that a friend enjoyed. It could also help teachers to find out what your students are interested in reading and we could be in search for similar books to add to the classroom library. If we can come together and come up with great ideas like this book incorporates it would sure be a good way to start addressing these issues at hand.


I enjoyed reading the section "Take a Look at your Classroom Library." Over the last several years in my classroom I have noticed that the library center is not a top favorite pick for the students during center time. I have worked hard this year to add materials that will encourage students to engage in the library center during center time more often. Not only do I have books in the center but also dry erase boards, magnetic letters, alphabet puzzles, and puppets. I have a child size couch and chair, rug and easel with big books. I like having this variety of things for the kids to use so that there center time does not become redundant. Not all kids learn and engage on the same level so this allows me to be able to interact with each child. One suggestion that I like from this book is to have students involved in the organization process of your classroom library. I believe this will help my students take ownership of our classroom library. When I change out my books for each unit and season I am going to try and have my students take part in this process. My goal is to put books in the hands of my students and help them to develop a love for reading.

Trina Lancaster Blog Post #1 No More Independent Reading Without Support Ch 1

This chapter opens up with something that I truly believe and live myself. “When children read extensively, they learn about themselves, other people and the world; they learn that reading is something they can do that empowers them to control their lives, connect with each other and make the world a better place.”

          After reading this chapter, it reminded me of my after school classes where I have taught reading to second, third and fifth graders who were some of the lowest readers in their class. I would always start out the hear grumbling from them about how they hated to read! It would really hurt my feelings because I was so excited to read and excited about sharing my love of reading with them. I would jump right in telling them why I loved to read. How I loved to travel through a book, visit historical places or learn about the 1800’s or Roaring Twenties, and how if I was having a bad a day I could get lost in someone else’s story and forget about my problems. I would tell them that you will almost never see me without a book to read. How I will read waiting in traffic or at the doctor’s office or wherever I had an opportunity to read. I would ask them to tell me what their favorite subject is and then tell them that you have to be able to read to enjoy math, science, art or social studies. That you have to learn to read to drive a car and travel. That reading is everything and it makes you super smart! Instilling the love of reading to children is so important and I love having the opportunity to share my reading style with them and giving opportunities to develop their own reading style.

          With 4-K it’s all about getting them to listen to a story and becoming a storyteller they want to listen to and finding exciting activities that build the foundation that will carry them on in later grades. Finding the time to teach everything in a school day is hard but after reading this chapter it does give you that “hum” moment that makes you rethink what can be eliminated to open up time in a more efficient manner.

Jeremy Joye, October Blog Post #3: Nancie Atwell, The Pleasure Principle

As I prepare for a road trip, I have a list of things that are must-haves: uniforms, toiletries, etc. In addition, there is one item that I must have in my carry-on bag--a good book. Over the years, bus rides (especially the long ones) have become my favorite time to dive into a good book. It's quiet for the most part and there is nothing to distract me. As I recall all of the books that I have read on these trips-Cal Ripken: The Only Way I Know, My Time in Heaven, Heaven is For Real to name a few, I see that they all have one thing in common. I enjoyed the topic. There were no tests or discussions on the topic. And there was no pressure from my peers to finish it in a timely manner. This is something that effects young readers as well. They must enjoy the topic. If we force them to read what we, as teachers, think they need to be reading it could lead to a loathing for reading.

Students need to be able to choose their own books. Forget about points, tests, and ice cream parties. It should just be about reading for pleasure. In addition, Daniel Pennac's Reader's Bill of Rights must be made known in order to alleviate or eliminate frustration.

Reader's Bill of Rights:
*The right to skip pages
*The right not to finish
*The right to browse
*The right to read anything
*The right to escapism
*The right not to read something
*The right to read out loud
*The right to read anywhere
*The right to not defend your tastes

Jeremy Joye, September Blog Post #2: Children's Success as Readers and Writers

This article highlights the story of a young boy named Matt, who transferred from a different school with a slightly less than positive review from his prior teacher. The review, however, could not have been farther from the experience Matt's new school was having with him. According to his prior teacher, he had no business being in the current grade, much less skipping a grade. He had shown little to no progress in her class. Yet, he was showing great potential with his new class. Both teachers eventually came to a compromise and agreed to let Matt be tested and let the results dictate where he belonged (in regard to grade level). The results showed that he was reading well beyond his current grade level. The difference in experiences with Matt lied mostly (if not solely) in the perspective of the teacher. One approach allowed for very little individuality while the other encouraged Matt to express himself a little more freely and instilled a little more self-confidence.

As teachers, we can easily get wrapped up in what is "supposed" to be. That word is "supposed" to be spelled like this. You are "supposed" to be writing this. Children develop confidence as writers and readers by learning to express themselves in ways such as writing or reading about things that interest them. In order to achieve this in my classroom, I have done away with most writing prompts. Journals are free writes now and every so often the students engage in bookmaking activities in which they may tell their own story or retell a story we have been reading about.

Jeremy Joye, August Blog Post #1, Miller: Section 1: NOT THIS

Just like the bench in the midst of the barracks in Seville, as teachers we often do things year in and year out because years ago someone viewed it as the best strategy to embrace. I have already altered my reading structure this year after having a "What are they really learning?" moment last year. I would give my students ample opportunities to get a book and come to the carpet after completing a task. However, there was no way for me to determine what they were actually taking away from the experience. While I do still give them plenty of opportunities to "read" independently, at least twice a week we engage in guided reading using the BOB Books. In order to do this, however, I had to shuffle some things around because i simply do not have enough time in the day. It is difficult to make time with 4K due to the fact that there are only so many things you can shorten or eliminate within a school day. Therefore anything that I felt could be used as an ELA interest area became just that. This opened up a whole block of time for the guided reading.

I found this particular section to be very beneficial and it hit fairly close to home, considering this was something I was struggling with coming into this school year.

Samantha Guest, Blog Post #3. Routman: Chapter 6 Plan for and Monitor Independent Reading

I chose to read this chapter about independent reading because independent reading is something that I strive to include in my class schedule for at least a few minutes every day and I am interested to learn ways that I can improve this in my class. The chapter starts off by discussing reasons why students need to be doing more reading. Not only is it important to do whole group and small group work, but to be doing more reading too. Not only should students spend more time reading, but the book says that they need to spend time reading books that are on their level and not too difficult for them. Research strongly supports independently reading. It says that students who read more, read better, and have higher reading achievement. This is a vital point to remember as a teacher because it’s been proven how beneficial reading is. Even though our young 4K children can’t truly read yet, they will never learn if we don’t allow them reading opportunities.

Through reading this chapter I learned that independent reading provides a practice that requires learners to become successful, self-regulating, and self-monitoring readers. I also learned that as a teacher, I should be giving my students responses and feedback about their reading so that they can apply what we’ve been learning and to check that they are reading for understanding. One thing that I would like to implement in my classroom during independent reading is what I do during the reading time. I would like to start conferencing with the students about what they are reading and asking questions about the book. I would also use this time to go over some reading strategies with the student and listen in as they read so that I can take notes and informally assess the class. The end of the chapter discusses giving students a choice of what they would like to read and I always do that in my classroom. I will usually put out books that go along with the theme or topic that we are learning about but there is a variety of options for the students to choose from. I also put out books that we have read during read aloud because they are familiar to the students and some of the students can read them just from memorization. I really think that they enjoy that choice and the chapter says that choice contributes greatly to their growth as readers. 

Samantha Guest, Blog Post #2. Routman: Chapter 2 Bond With Your Students

I read chapter 2 in the Reading Essentials book by Reggie Routman. This was the first chapter that I have read in the book and I selected this chapter because I thought that it would be beneficial for me because I am a first year teacher and we are still pretty early on in our school year. The chapter was about bonding with your students. Bonding with your students is something that is so important as a teacher because if they don’t know you or like you then they are not going to want to learn from you or obey you. You also have to create a special trusting bond between your students so that they know they can come to you when they need anything. This chapter talks about how to bond with your students by modeling respect, encouraging shared decision making, telling stories of your life, value children’s stories, celebrate your life and enjoy your students. I really enjoyed reading in detail about every one of these ways that you can bond with your students. I feel that I have done most these things with my class already, but there is always room for improvement and there are also so many more ways that you can bond too.

I have talked to my students about respect and I explained to them what it meant. I told them that they have to respect me and I respect them too. I think that the students will truly learn what respect means by me modeling it for them. The chapter also talks about how you can’t bond with someone you don’t know. I have tried to not only take time to get to know each of my students, but I have let them get to know myself and each other too. At the very beginning of the school year we made all about me books. The students got to share these books with the class so that we could learn more about each other. I let my students tell stories about their lives and share about things that are important to them, because this also helps us bond as the chapter states. I don’t tell as many stories about my own life, but the book talks about how when teachers share about their own personal stories it makes them seem “real” and students can come to trust them. Stories help us connect with others because we all do have so much in common. Lastly, the chapter reminds me about how important it is to be a joyful teacher. Joyful teacher’s students are drawn to them like magnets and they are more eager to learn. No matter what may be going on, it’s important to be a joyous, excited, caring, passionate teacher who knows their students and can find the classroom to be an inspiring place to learn. 

Samantha Guest Blog Post #1 Article: Children's Success as Readers and Writers

For my first August blog post I read the article Children’s Success as Readers and Writers: It’s the Teacher’s Beliefs That Make the Difference. This article focused on a case study of a student named Matt. The case study was about differing belief systems. Matt was a young student who seemed to have difficulty learning due to immaturity, and his short attention span, but the teachers quickly realized that he was in fact bright, happy, and helpful. They found themselves actually learning from Matt. Matt was taking advantage of every opportunity given to him in the classroom. He was participating fully in the daily experiences that the teachers planned for the class. Matt began planning strategies selected from his very own collection of letter writing skills to adapt to the present purpose.

The teacher that worked with Matt thought that he was definitely ready to move up to first grade but his former teacher disagreed. She said that he still demonstrated immature behavior. His teacher was not satisfied with that response so she went to a psychologist and they determined that he could read some third grade material therefore he could advance to first grade. From this study the staff learned that children learn to read and write in the same way that they learn to talk and listen. This is an interesting concept that I had not thought of before. Children naturally interact with print, just as they naturally interact through listening and talking at a young age. It is our job as teachers to provide appropriate reading and writing activities that build upon each child’s prior experience with print. Children can do this by taking risks, taking opportunities to interact independently, or socially with teachers and peers and by being provided projects where children can learn through language. 

Melissa Revis, Blog Post #3. Miller: Section 2

I read Section 2: Why Not? What Works? It goes through the best practices to support independent reading, backed up by research. I can remember when I was in school we had to read silently for 20-30 minutes every day. I don't remember having any support like the book discusses. It suggests small groups, student led conferences, accountability, and reading aloud to teachers regularly, among others. We can't just simply go tell our students to go read a book and then not have any kind of follow up. This does not produce confident readers. I can implement something such as this in my classroom by allowing my students to tell me what they think about the book based on illustrations, instead of words. Then, I can read it aloud to them.

I loved how this section discussed classroom libraries as well. It was a great follow-up of our September class about classroom libraries. A couple things I took away from it:

• Include more informational texts 
• ask my students what kind of books they might like to see in the library area. 
• Have at least 7 books per student. 
• Numerous levels of reading

Combined with what I learned in September about classroom libraries, I am planning to create a Donor's Choose Grant to increase the effectiveness of my own classroom library. I plan to have more books, including informational texts. 

Dawn Mitchell's Blog Post 3 – Debbie Miller’s Section II of No More Independent Reading Without Support and Regie Routman's Chapter 7 – Make Assessment Instruction’s Working Partner

Dawn Mitchell's Blog Post 3 – Debbie Miller’s Section II of No More Independent Reading Without Support and Regie Routman's Chapter 7 – Make Assessment Instruction’s Working Partner

During the month of October our literacy professional development focuses on formative assessment, specifically the benefits of using Running Records and Miscue Analysis to determine not only what reading level a student is on, but more importantly who the student is as a reader, and how the student reads.  This provides us with an opportunity to use this information as a formative assessment tool and also as an instructional tool.

In October’s blendspace you will find a variety of resources including examples of informal reading inventories, videos of students reading to use for miscue analysis, excerpts of articles, and relevant activities to help you to apply authentic reading assessments with your students.

This month I read Section II of Debbie Miller’s No More Independent Reading Without Support and every part in this section spoke to the importance of providing support through instruction and through formative assessment for our students’ independent reading.  In the table provided on page 16, Miller says to grow as independent readers students not only need classroom time to read and choice of what they read, but they also need explicit instruction about what, why, and how readers read.  They need to read a large number of books and a variety of texts, and they need teacher monitoring, assessment, and support, as well as opportunities to engage with others to talk about what they’ve read.

Later in this same section, Miller specifically outlines specific actions such as individual schema-based learning, conceptual learning, and transactional learning as effective support structures for supporting student growth.  Miller also listed successful teacher intervention behaviors including teacher responding to student questions, teacher-led discussions, and teacher monitoring and modeling of comprehension strategies as effective as well.  It was no surprise to me that the authors found that, “It is the specific actions that teachers take to support students during silent reading periods that produce significant growth in students’ comprehension.” 

In my own experience as a reading teacher I have seen first-hand how in a reading workshop where the independent reading time is supported with a mini-lesson that provides students a goal or invitation for them to try out a new reading strategy the students have a purpose and a direction for their reading and it is targeted toward their growth.  I’ve also seen when the students during their try it out time during independent reading are supported with formative assessment strategies such as miscue-analysis and conferencing that provide differentiated support work to build a relationship with the student and help them to form their identity as a reader and a writer within a wider collective classroom community of readers and writers.

 I’ve also seen how these formative assessment strategies are also instructional in nature.  The students when they are reading to you and to their peers and/or are discussing what they’ve read benefit tremendously from the experience and we as teachers are able to use that meaningful experience to gauge student understanding and can build on that with the next mini-lesson.

Our reading assessments do not have to be limited by what is criterion or norm referenced or standardized.  In fact, the teacher’s assessments are the ones that provide our students with the most support.  In chapter 7 of Routman’s Reading Essentials, she says “As much as possible, we teachers need to do our own ongoing assessments with our students using materials that students are already reading or are likely to read.  Our own assessments are the ones that really drive instruction.  Someone else’s materials and notes rarely give the full documentation we obtain through first-hand observations of students we know well.” (page 99).

She gives a series of questions in this chapter that I have found helpful to guide my reading assessments: 

                *Is this a valid and useful assessment?

                *How am I using this assessment?

                *What goals am I setting?

                *Who else do I need to inform?

I also really love her Framework for an informal reading conference that she outlines on page 104.  She follows this natural routine in her work with students.

                *Bring me a book that you can read pretty well.

                *Why did you choose this book?

                *What is the reading level of this book for you?

                *Tell me what the book is about so far?

                *Read this part of the book for me.

                *Tell me what you remember about what you just read?

                *Let’s discuss your strengths and what you need to work on. (Sets Strengths and Goals)

                *How long do you think it will take you to complete this book?

Routman says, “Sitting right next to a student, observing him read, probing her thinking, is the best way I know to evaluate all aspects of a child’s reading and move the student forward.  While there are many informal reading inventories available as well as all kinds of formal tests, the most accurate information is obtained by carefully observing the child by your side, in the act of reading.” 

I want to make more opportunities in my work with students to have them engaged as readers and writers and to value the time spent listening, watching, supporting, and coaching them to be read longer, to read stronger, and to foster a love for what they read and what they learn from it. 

Sincerely,

Dawn