Lori Lonon- Blog #7 R. Routman, Reading Essentials, Ch. 5: Organize an Outstanding Classroom Library

Lori Lonon- Blog #7

R. Routman, Reading Essentials, Ch. 5:  Organize an Outstanding Classroom Library

I intentionally skipped over this chapter when rereading this book, mostly because I feel I have a pretty good classroom library (that has certainly evolved over the years.)  However, I have “relearned” something with every chapter so I figured this is good timing since I will soon be packing away the baskets of books and thinking of how I can make my classroom better than ever for next year’s second graders.  In the first part if this chapter Routman makes the case for WHY we need more expansive classroom libraries.  Her suggestions include summer reading programs in which the school provides materials.  What a great way to make use of discarded library books.  I think our students would be more inclined to participate if there were incentives- like a Barnes & Noble giftcard.  Some of the other suggestions are things that our school is already doing (YAY) like helping families sign up for public library cards.  But we certainly could offer summer reading lists- something that I’ve never seen go home with my students for summer since I've been at Lone Oak. 

 

The checklist for evaluating your classroom library is quite helpful.  I was able to check off most items, but I found areas in which I can improve, like books that portray a variety of cultures.   The author recommends that teachers find out what authors and specific titles their students like and add those to their classroom libraries.  I have tried to do this each year and as a result I find interesting new books and authors that I’d otherwise never know about.  Routman also encourages teachers to get students involved in organizing and maintaining the classroom library and gives several suggestions for displaying books.  She concludes by making the connection between organized classroom libraries and the ease of implementing guided reading and conferencing, noting that students who have been trained to use an organized, plentiful classroom library properly are more likely to remained focused on independent or partner reading so that the teacher can hold small groups or conferences without interruptions or misbehavior from the rest of the class.  I can honestly say this is true.  When students are allowed to choose from books they love and know how to find books they CAN read, they become so engrossed and excited about the time given to read to self/someone that I seldom have to stop small group instruction to deal with a behavior issue.

Raegan Shaw Blog Post #7: Chapter 12

One part of this chapter that I fell in love with was the page about making time for personal and professional reading.  I had not realized until I read this page how often I neglect reading.  For a while, I felt like I read all the time for plans, this course, and so on, but I did not realize how nice it is to sit down and read this chapter.  It's even more nice to read a personal book on my own spare time.  I can totally relate to teachers not "having time," yet I guess I have more time than I think.  I need to spend more time making time for reading.  I loved this page especially because it reminded me of the last D6 University that I went to this year.  One of the literacy coaches there, that was teaching a class to us, asked us to spend about 20 minutes reading a novel from her table.  In that moment, I was for the first time in years asked to drop everything I was doing and read.  At that point, I had no excuse.  As if only seconds later, she asked us to stop reading.  I looked up and it was time to answer questions on our book.  Words cannot describe the happiness I felt from reading that book for even that short amount of time. I was so lost in it that for moments, I forgot my responsibilities and worries that I constantly carry on my shoulders as an adult.  Reading has the magic that takes us away from our problems, thoughts, and worries.  Not to mention, it makes you smarter! This is exactly what I want to teach my students.

This chapter has also made me feel more at peace with my bad timing.  I realize now that most teachers struggle with timing and efficiency and that we all just need to take a big breath and figure it out!  I definitely need to work on being more efficient and wasting less time during the school day.  Maybe this summer I will sit down and think a lot of my daily routines through and find ways to improve them.  From all that I read in this chapter, the part that spoke to me most was the part about building in time to reflect.  I was asked to do weekly reflections with student teaching and clinicals, and I loved it.  Even though it was a lot of writing and something extra to do, I appreciated the fact that reflections were assigned and mandatory because each time I wrote one, I felt better about my career, even if my reflection was somewhat negative.  I feel that next year, I am going to start a notebook or even a word document and reflect each week, if not each day, about my practice.  I'd like to see how much daily reflecting helps now that I have a real teaching job.

Vinyard Post #7

I am not going to lie, my first year I feel that I was doing it all wrong! I'm sure I was doing just fine, but after this year I learned much that the book was suggesting about how to teach without exhausting yourself. I'm not going to lie, I'm still very exhausted, especially from just going through SAFE-T, but I have grown so much as a teacher. I still have those times during the week where I have to miss things that I would like to do, but I do not let work overwhelm me as I use to. I love the advice the chapter gives about how to think about what YOU want them to know and learn instead of relying on text books and other pre-made tests and such. Last year, I was not supplied or given many resources at all and actually came up with a lot of notes and tests and quizzes on my own. I like that the book says that you need to keep work meaningful and to create tests that are meaningful to your students and tailored to their needs.
Often times my students get frustrated with me when I pair them to read or work with each other because they are not working with their "friends". I try to explain to them that reading with different partners will strengthen their readers and help them!
Like the author said, I spend a lot of time thinking about my lesson plans. Often times I will be riding in the car and an idea will pop in my head for a great lesson on one of our standards. I will take the time to write it down before I forget and soon it grows into an entire lesson. I love the idea of making lessons tailored to your students and making them your own instead of getting them from a book. Although being a teacher is exhausting, knowing your students and creating meaningful lessons is most beneficial to students. I think that over the years teaching will become almost a second nature. I have taken every bit of advice over the past 2 years in order to not completely exhaust myself!

Vinyard Post #6

I was just writing about this in my I believe section and I agree with the author when she says that reading is such a huge part of her life and that beginning the school year and showing your students that you are enthusiastic about reading is very important. When you are modeling reading you should always show enthusiasm as well! I never want to overwhelm or poke fun or embarrass my students but during our ELA when we are in Lit circles and/or doing our novel study I often times stop my students when they begin reading because they are reading with no enthusiasm and avoiding exclamation points and such. I model for them what the paragraph or sentence should sound like when reading aloud.
I also let students know when and where I read and the students love to hear my opinions on books and know which books I have read. Its easy to communicate and talk with students and get them excited about books and about reading when you do that yourself. I have always been a reader and its easy to show my students how to really get "into" 'a book.
I like to give my students reading inventories and have them do quick writes on their favorite stories or what they are reading at the moment. I like to have them share some of their favorite books and some of their favorite series as well. I love the idea of having a folder of "Books I want to read"!

Kelli Donald's Blog Post #7: Routman Chapter 8--Teach Comprehension

Notes	Thinking
We need to begin teaching comprehension by thinking about the texts students are reading as well as the texts we want them to be able to read and write. (p.118)	Are my students reading appropriate level texts?  Are they reading something just because everyone else is, and can they really understand what they are reading?
Placing emphasis on individual comprehension strategies can actually make learning to comprehend more difficult.  The students become so focused on looking for the one concept they miss the overall meaning. (p.119)	I totally agree with the author’s words.  We tend to become so focused on making sure the students understand sequence of events, making conclusions, etc. that we sometimes make the overall meaning of the text a mystery to the students.
When given the opportunity to reread material, reader’s comprehension almost always goes up. (p.122)	This is so interesting and so accurate.  I think of all the times I, myself, as a reader has had to reread something to understand it better.  This is sometimes a practice that students are very hesitant to do.
Surveying is an invaluable practice, especially with non-fiction text. (p. 123)	I always have my students complete a story walk before reading any text, fiction and non-fiction, in my classroom.  Glad to know this is as important as I have always thought it was!
Students can’t read for meaning if they are struggling over words or concepts.  Most of the time students should spend reading is spent taking the time to pronounce and define words. (p.127)	I thought it was interesting to note that the author said even leveled text can contain words that can hinder the student’s comprehension.  I am glad to know that in order for someone to fully comprehend what they are reading they should know 95% or more of the words.

Chapter 7 Krystal's blog post #7

Chapter 7Make Assessment Instruction’s Working Partner

With implementing a better independent reading program for the rising school year (see previous blog post), I will design more effective ways to assess students’ independent readings.  Currently, I hold independent reading conferences with each child.  The disadvantage of this is time.  Time plays the major part of why plans tend to fail.  I would like to be able to maximize my time with students, so that conferencing with be both beneficial to the student and myself.  In this chapter asks teachers to reflect on questions that will begin this process like: Is this a valid and useful assessment for students at a certain time, Does it work with our curriculum and standards?, How am I using this assessment for subsequent instruction or to celebrate the student’s strengths?, What goals and I setting for the students and myself?, Who else do I need to inform?, etc.  Careful and thoughtfully using these assessments can tremendously effect who I structure my ELA block during the school day.  So instead of using independent reading as a separate entity, incorporating it with the lessons being taught might seem to be beneficial and correlate with reading workshop.  I will definitely create the opportunities for students to independently conference with me as well as small group conference, while being able to assess them more effectively and provide the necessary feedback.

Chapter 6 Krystal's Blog Post #6

Ch. 6 Plan for and Monitor Independent Reading

With the schedule tightness this year, squeezing in independent reading has been a challenge.  Students have 15 minutes to independently read in the morning and 15 minutes to independently read in the afternoon time.  There are times when students who complete tests and quizzes in all content areas can independently read, but that time only works for those who finish early.  That eliminates other students’ chances to have more extended times to independently read.  Because of this, independent reading assignments are assigned each night for homework.  From the text and my teacher knowledge, I understand that struggling readers need more time to practice independent reading.  Trying to plan and balance this out with schedule has been deemed challenging this school term.  With added assessments, in school programs, band/orchestra, etc it has been difficult to consistently allot for independent reading times.  With this in mind monitoring independent reading is just as equally if not more challenging.  “Ironically, when teachers are pressed for time, independent reading is usually the first thing to be cut (Routman, 2003).  I am guilty of this statement.  With the independent reading at the end of the day, if I have not finished a math lesson with students, I typically use their independent reading time to finish.  Although, I understand the importance of independent reading, I tend to think about the opportunity for them to independently read for homework each night.   After reading this text, I have realized I need to work smart, not hard on accomplishing effective reading time.  With this in mind, I plan to sit with my team members to design a better schedule and for the upcoming school year that will support the independent reading program.