Schmidt's Blog Post #1

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

Sept. 30, 2015
            I have always been a reader, and have always had a love for reading. It brought (and still brings) so much joy to me to just dive right into a good book. I am disappointed I haven't been reading for pleasure lately as much as a should. It is sad that not many students read for pleasure. To me it is very puzzling. Teaching a generation of students that don't read as much for fun as I do, it is very important for me to show my love for reading with my students. If I do that throughout the year, maybe, just maybe, I can turn some reading-haters to some reading-lovers.
           One thing that I read that I really need to be reminded is to encourage our students to be reading all the time, and knowing what they want to read next before they even finish the book(s) they are working on completing. By doing this, it is also encouraging students to share their reading with others, talking about their book and sharing thoughts and opinions. I can think of at least one student right off the top of my head that really dislikes reading. This student is always zoning out when we are reading a book in class. One thing I learned is that I need to find out what he likes, get a book that relates, and get him started in reading. When people read what they enjoy, they grow a lot more and learn a lot more than books of the opposite. I also learned of the importance of "Book Talks", or providing the children opportunities to "sell" the book they are reading or have read. This gets students excited about reading, and seems to help promote a growth in reading because when students hear about a book their classmate or friend read, they are likely to want to read it to because of the recommendation.
           I need to make sure that I am modeling reading appropriately, and just showing my love for reading with my students. Once I do this, I can ignite a flame in these precious children's lives to love reading as much as I do.
          This was such a great read.... I definitely learned a lot!

Kelli Donald's Blog Post #3: Routman Chapter 5--Organize an Outstanding Classroom Library

My personal classroom library is a continuous work in progress.  These past two years are the first years in my career where I have actually had a somewhat organized classroom library.  According to the chapter, a good library has at least 200 books.  My library is no where near that, but I will say it continues to grow and it is about double what it was at the beginning of last year, thanks to Scholastic. :)  The books in my library are currently organized by Accelerated Reader level.  I realize recently this way of organizing has become a big no-no.  And I understand the reason for that.  It is much easier for students to pick book they like if the books are organized by genre and subject.  But I'm proud to actually have a somewhat organized classroom library, so regrouping my books will have to be a summer time project.  I have books from 1.0 all the way to 6.0.  Fiction and non fiction are all available.  Most of my books are chapter books.  I would definitely like to get more beginning reader books to meet the needs of all of my students.  Since I order trendy and popular books every time I order from Scholastic, my students are very pleased with the choices they have.  I do like the idea of having students make a Top Ten list of books, authors, and subjects they like to read.  One more idea from the chapter I would like to incorporate is a comfortable and quiet reading area for my students.  However, since I am having such a difficult time incorporating independent reading into the day, this area just hasn't become a priority yet.  I would also like to have an efficient checkout system since some of my books in the past have walked off. :)

Sept. Blog Chapter 2 Teresa Knox

September 29, 2015

Laying the Foundations

           

            Sounding out words was interesting to me because that is what we teach our children to do as they read and learn words. Reading this article I noticed that if student's process the sources of information, the meaning, the language structure, and the visual cues they are gaining knowledge of what is going on in the story. Struggling readers may have difficulty maintaining  all three sources of information. Looking at the picture first and understanding the picture can help them figure out the words also. When students are looking for certain words in a text, he or she should be prompt to find cues instead of sounding out the letters. Finding the balance during reading is a great source of information. The teacher can help students in small group learn how to find words in a text by using the pictures.

            Planning effective instruction as a teacher can be accomplished by working with students in groups, performing a running record assessment, maintaining anecdotal records, and conferencing with the students. Every child is different, therefore we have to decide which strategy or network piece works better for that child. A balanced literacy approach can help the teacher and the student become successful in reading and progressing many ways. Children need time while reading to observe, participate, practice, and strengthen their abilities to become better readers. It is very important to have the four components of balance reading before you can think about letting a student read independently. These four components are read aloud, shared reading, guided reading, and independent reading. There must be an instruction piece, assessment piece, and an individual piece for each individual.

            Read-aloud are important because this helps builds the community of you and your students. During shared reading, the teacher may use this as instructional purpose once the students are comfortable with the story. Guided Reading is reading in smaller groups. The main focus here is to have that semi one-to-one with the students to see how far they have become as readers. Individual reading is when children have the time to put their strategies to work. This is a good time for the teacher to do a running record or individual conference with the student.

            

         Lastly, a perfect tool to track the students reading level is the comparison chart of leveled texts. This chart helps the teacher understand what reading level a child is on and where they are headed. I used this type of chart in my class from the past  to track students and observe their progress.

Yurko's Oct blog

Miller section 2

“The best readers read the most and that poor readers read the least” (NRP) this is no surprise to me. After I read that quote I was very curious to where the author was going to go with the sections.  However, they did take it in a direction to where they should that if students read outside of the required reading for one hour then those students reach with in the 98% tile of the tests, the students read for 4.6 minutes daily they would be in the 50% and if the student does not read outside of school then they are in the 2 % tile.  I find that amazing!

Also, I think it just proves my point that students need to do as much independent reading in school as possible. The independent reading should be something that they enjoy and not something that they do to just please their teacher.  The student should be allowed to read anything that they want. I hate that I learned that reading is fun later on in life and I want my students to learn it now while their imaginations are just getting created.

Yurko's Sept Blog

Miller section 1

            While reading this section I was surprised how independent reading has been over looked recently. I remember reading all the time in elementary school and hating it. It wasn’t until college did I learn about the importance of reading got enjoyment in school.  I have my students independent read every day for at the very least 15 minutes.

Last year the students got to read for ticket to a Greenville Drive game and this year they are reading to be in a drawing for a football ticket.  Last year I called it my “Baseball read”.  This year I can calling it my “football read”.  However it will end soon so I was wondering what to call the silent reading time.

In Miller Section 1 they called the independent reading time DEAR or SSR.  I love that idea!!! DEAR reading allows the student to read any book they want and not be questioned by the teacher, the student can read for pure enjoyment.  DEAR allows includes the time the teacher reads to herself, which shows the student that it is fun to read and that reading can be done by everyone.  I will use this term the next time we do independent reading.

Yurko's August blog

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

I felt the opposite from the author about books' and reading growing up. I would “fake” read all the time. So, I feel that allows me to connect to my students about who I am and who they are as a reader.  I feel that my past makes me more relate able to the students.  Now, on the other hand I love to read.  The author mentioned that she talks to her students about why they read.  This question gets the normal responses and when I ask that question so do I.  Then like her I talk about all the other reasons you can read and that really opens up the student’s eyes. Also reading can take you places you can’t even imagine going to.  You can read a book and you are transported to King Arthur’s Court or the bottom of the ocean.

 I had a parent teacher conference last week and I showed the parent their students’ scores.  The parent was shocked about the reading score for the ACT Aspire test.  To be honest I was too.  This student reading all the time!! So I asked what types of books the student reads at home.  I wanted to see if the student was only reading one type of genera of book.  Comes to find out that the student does.  I suggested that the student create a library for them self or create a book journal.  My classroom library has many different kinds of books for the student to pick from. The more exposure the students get to all types of books the better.