Barone Dec Post

Barone – Miller Section 3

Section three from Miller really helped me understand how to create a classroom and mentality that supports independent reading.  After reading this section, it became very clear how I could incorporate independent reading easily into my ELA class. The importance of independent reading is evident but how to do it properly can complicated. Having a focus lesson helps students understand what and how to do what you are expecting of them while reading and directs their independent reading. While students are reading independently, they need to be conferenced with to assess what they have learned from their reading and what they have learned about themselves as readers. Through conferences, teachers can have students reflect on what they have read and make connections to the focus lesson that was taught. The guiding principles of instruction were very beneficial and applicable as well. It helps teachers ensure that their instruction is reliable and authentic. Conversations are so beneficial for students, especially when they are with peers. Students should have multiple opportunities to talk with each other about what they are reading, how they relate to what they are reading, and discuss their opinions of the books. This section has really helped me formulate how I want to facilitate independent reading in my class. With such busy schedules, it is easy to have a great idea but the hardest part is figuring out how to implement them. Finding ways to save time throughout the day and making independent reading a priority that can truly help students grow as readers is a must. It is so nice to have such a wonderful resource to assist in making this a realistic goal in the classroom!

Jeff Young-Routman Chapter 5

Routman Chapter 5-Jeff Young

Routman’s focus in Chapter 5 is on how to organize a classroom library.  The first step in creating a classroom library is to find out what books students are interested in reading.  Motivation to read will likely increase when students find books that are “captivating” to them.  (Routman highly emphasizes reader engagement in her chapter).  Routman discusses the problem of classroom libraries that are almost entirely leveled.  She holds the belief that students will associate themselves by level rather than by interest in the book itself.  Another suggestion Routman makes is for teachers to make sure there is a wide selection of non-fiction books as well.  Book talks, Routman explains, are ways for students to share and learn about books they themselves or others have been reading.  A great idea the book suggests is to involve students in the set up and structure of the classroom library.  Bookbaskets, bins, and even rain gutters are listed as possible storage options for books.  I also like the idea of starting a summer reading program for students.  I did not realize that students will lose about 3 months of growth during the summer if they are not reading.  Routman has great insights and ideas of how to create a great classroom library.

Gallman Post 5: Miller Section 2 Why Not? What Works?

The more I read our assigned chapters, the more I realize that I need to make more time to allow students to read independently. Although I know that independent reading is important and should be implemented in the classroom, it is something that often gets overlooked. I use independent reading usually as just a filler as we are waiting for students to finish certain tasks or as a transition between spelling and grammar lessons. I have to do a better job of making sure that I designate specific time for students for students to read. I agree with Miller that independent reading has faded from the classroom in recent years. In school, I remember being taught to teach students to read more effectively but I don't feel like we  were ever told to actually give students time to just read for pleasure. Although it seems like it is common sense, I am just now realizing how important it is and that I don't do it enough.
On page 12, Miller lists ways that independent reading can improve academic performance, and I know many students who could benefit from this. My favorite thing on the list was that it could help students read with more expression. I am always encouraging students to show emotion when they read and pay attention to punctuation, and now I see that giving them more time to read independently could actually help them with this instead of me always just pointing it out to them. On page 16, Miller talks about practices for effective independent reading. My favorite from this list is talk about what they read. Although I have conferenced with students and talked to them about what they read, it just hit me that I have never given them a chance to talk to other students about what they are reading. I'm sure it would be much more interesting to students to share their reading experiences with their peers than with me.
My favorite part of this section was "Why Independent Reading Matters Most for Striving Readers and English Learners." Working at a school with several students learning English as a second language, I see the benefits for them to have that time to read independently. These students will need more guidance and support with independent reading, but I know this is something that I have to start doing more of now so that I can improve student's reading abilities.

Teresa Knox's Chapter 5 Blog Post

                                     Organize an Outstanding Classroom Library

I thought this article would be interesting because the next thing I would like to do in my class is organize my classroom library.  I would like to make it easier for my students to choose books other than the independent reading books that look the same but have a different title.

According to Routman, classroom libraries are the most effective way increase reading achievement, is to have a really good organized classroom library. When students read something they are interested in, it helps them become more interested in wanting to read. Also, we need to make sure they have books they can borrow and keep at home. The value of "light-reading" is what people do when they are struggling readers but become more competent readers. Comic books, magazines, and picture books are engaging books with pictures that can help struggling readers as well.

The classroom library should be the cornerstone of the literacy classroom. When we as teachers talk about reading and show our own enthusiasm for reading, it will inspire and motivate our students to read.

I think I am going to use the method "Try It, Apply It". Some things I have already tried was watching the sales at a discount bookstore and taking advantage of Scholastic Book Club. Most importantly I want to make my classroom library more attractive, comfortable, and accessible for reading.

Lori Lonon -Blog Post #5 R. Routman, Reading Essentials, Ch. 9

This chapter is about Shared Reading, which Routman points out is a not just a fun extra to be added to your reading program.  She sees it as a necessary part of scaffolding reading instruction as the teacher models, guides and gradually hands over the responsibility to students as they begin to independently comprehend what they read.  It is important to practice this with all varieties of text, pointing out to students the differences in each one and helping them learn how the reader's purpose and strategies for comprehension can change depending on the text.  Doing a shared reading of  shared writing or a student-generated text is also suggested.  In my classroom I often use poetry and song lyrics for shared reading, and then these texts can be dissected even further through word work.  Students are familiar with the text making it less intimidating, and then they begin to examine the words within it with a specific purpose such as finding specific parts of speech, suffixes/prefixes, rhyming words, etc. 

Shared Reading involves reading aloud by the teacher and students, silent reading and discussion.  It takes a "read aloud" to another level.  Students are engaged in the process by not only listening but visually tracking, reading along silently/orally with the teacher and eventually independently or with a partner.  Discussion is crucial.  Students are encouraged to respond immediately to what is being read and collaborate with peers and the teacher to develop comprehension and ask questions.  I call these "book talks" and make them very short so that students stay engaged and focused.  Giving students the opportunity to first listen to me read sets the expectations high.  They then work in very small groups to read another section on their own and discuss the text which holds them accountable for practicing what I have demonstrated.  Hearing other readers share their ideas encourages even struggling readers to participate and builds their confidence.

Routman points out that teachers must choose books for Shared Reading with a purpose. I have found  Shared Reading to be an effective method for teaching comprehension strategies as I first model the strategy and then encourage students to try it out with partners or small groups.  I would like to become more proficient in using Shared Reading in my Science and Social Studies instruction.  The challenge will be finding texts that are both informative yet readable for my students.  I also would like to have students work in groups to create shared writings that summarize what they have learned from a group research project (for example in our upcoming units on weather and animals) and then use those writings for Shared Reading so that all students can learn about what each group has found through their research. 

January Blog-Ferguson

Simplify Your Teaching Life

     The first part of the chapter talked about how teaching can be overwhelming. Teachers can begin to feel like they are always being told what to do and how to do it. This seems to take the joy from teaching. I hope to strive to be a teacher who comes to work because I enjoy what I do. I also have to bring my love for literacy along with me.

      The next part discusses how teachers have little time to reflect because they are so busy. Many schools seem to adopt programs that add to the amount of work teachers have to. They believe these programs will "fix" the achievement gap. 

       As an educators we have to be knowledgeable. We don't need to jump on board with programs when we aren't aware of the research behind the program or idea. We also need to have knowledge on our students. As the teacher of your classroom, you must adapt ideas so that they fit your students. We need to focus on what is best for our students.

      The section that talked about teach to the child not the label is so important to remember. We can't take a child's label and then begin to teach them. For example, not all ESOL students go home and speak only Spanish. Therefore we can't make assumptions about students based on the labels they have been given. 

   Finally, we have to go into our jobs each day with confidence. We have the resources, we have the strategies, and we have the students. We need to just go in and teach. Our ideas our supported by science therefore we know they will be effective. Scientific knowledge and our experience must go together in order to have students meet success. 

Dawn Mitchell's Share Your Reading Life Regie Routman's Chapter 2

During the month of January our application we are working on learning about Socio Cultural Learning theories and strategies that help support student talk.   In our required reading this month Richard Allington identifies student talk as one of the essential components that characterize the most effective teachers’ classrooms. 

In January’s blendspace you will find a variety of resources we’ve included for you including the four theories that we are sharing with you such as Owocki and Goodman’s kidwatching excerpts that focus on sociocultural learning and talk and Chorzerpa’s suggestions for utilizing Socratic Seminar to promote active student engagement in learning.  You will also find in our blendspace an example of an award-winning podcast in the link to NPR’s “This I Believe” podcast series as well as a link to try out a very user friendly podcasting tool for students called vocaroo (vocaroo.com) 

This month for my blog post, I have chosen to read chapter 3 “Share Your Reading Life” from Routman’s Reading Essentials for many reasons.  First of all, I believe that this directs to the importance of talk in our classroom.  How many of us love to read and love to talk about what we are reading?  I know that many times I have read a book that has deeply affected me as a reader and I have immediately wanted to share that experience with another human. 

When I was in the second grade and read, Charlotte’s Web I remember sitting beside my best friend at the time, Amanda Ravan just a crying over the loss of Charlotte and the heart warming knowledge that I at 8 had experienced the joy of friendship.  When I was in the fifth grade and read Where the Red Fern Grows I remember vividly having to re-read it at night to my twin brother because I wanted someone else to know those two coon dogs, Little Ann and Ole’ Dan that had stolen my heart and made me love the outdoors all over again.

I’m a little embarrassed to admit to you that in college when Greg and I first met I read Nicolas Spark’s The Notebook and was so smitten by the idea of a love like that I asked him would he please read because I hoped that the new love we had found might grow into a lasting life time love like the two characters based on the author’s grandparents had found.  I know cheesy right! 

As readers we connect to what we read and we are compelled to share our thoughts with others.  When Lily Grace figured out what Severus Snape’s heart was really about in Harry Potter she had to run downstairs and tell me that he wasn’t all bad and she couldn’t believe I had let her peg him wrong all this time when I knew he actually helped save Harry in the end!  I told her that I was waiting to see her reaction and I didn’t want to spoil the discovery of loyalty in his character for her.  We then both concurred that J.K. Rowling had magical writing abilities to draw out his character development.

Our students need time to talk about what they’ve read, to transact with others who may affirm their thoughts and more importantly, who may challenge them and open them up to a new way of thinking.  In my first summer of the Spartanburg Writing Project, my book club that read and wrote under the influence of Barbara Kingsolver’s work that summer challenged my thinking and my writing in ways that grew me. 

In this month’s article, Allington states,  "..if we want to increase substantially the amount of reading that children do (and would I argue that this is one absolutely crucial step toward enhancing reading proficiency), it is important to give children books they can read and choices regarding which books they will read. Likewise, crafting a supportive conversational environment in which students talk to their teachers and to their peers about the books they are reading is an important component for sustaining increased reading. And active teaching of useful reading strategies expands the array of books that children are able to read. Finally, shifting evaluation to focus on effort and improvement enhances students' motivation for reading."  (Allington, 2002 pg. 8)

One of the strategies that Routman made in this chapter is to share your now and your next book and to have a record of your reading.  In my writer’s notebook I have a running list of books I’ve read so I can remember them for mentor texts and for the memories.

Each month I visit Mr. K’s Used Book store in Greenville (in Verdae Shopping Center off the Motor Mile) and buy my stack for the month.  Below is my picture of my Now Book stack.  Every single book in this stack was recommended to me by a friend.  Keri Lyles from Arcadia recommended Outlander (she was right, it is full of adventure, history, suspense, and a little romance too!).  A friend of mine I met in Kentucky when Tasha Thomas and I presented at a Writing Conference there recommended The Goldfinch to me on facebook and The Martian was highly recommended to me by my parents. 

Here is a picture of my Next Book Stack and both books on this list made the list through talking with others.  The Rick Bragg book is on my next stack because he is an all-time favorite of mine and two friends, Susan Cox and Pam Ray recommended this one to me recently.  The ESV Bible was given to me for Christmas by my husband Greg because two friends of mine recommended this translation to me. 

Other take aways for me from this chapter include:

*Favorite Author Area – page 30

*Baskets of Recommended books – page 30

*Keeping a Simple Reading Record – page 35

*Demonstrating How You Read and Your Love For Reading – page 36

Routman says on page 24 that it is important that we share our love of reading with our students.  “I want students to know I am compelled to read.  It is almost impossible for me not to read.  It’s much more than enjoying a well-told story, increasing my knowledge about the world, following directions, or say, understanding philosophy.  Reading pervades my life and sustains me the same way friendship and love do.  Reading gives me joy, comfort, perspective, new ideas, questions to ponder, and connections to other lives.  I want nothing less for my students.” (Routman, page 24)

I agree whole-heartedly.  #readersareleaders

Sincerely,

Dawn

Kelli Donald's Blog Post #5: Routman Chapter 4--Teach with a Sense of Urgency

I love chapter 4 Teach with a Sense of Urgency because it is so true.  Teaching with a sense of urgency doesn't necessarily mean to teach like the school is on fire, but to make everyday and every moment count.  Because in the big scheme of things, we have very limited amount of quality instructional time with our students each year, and we need to make the very best of each moment.  Everything we do in the classroom needs to be based on the optimal learning model to maximize our students' potential.  It is not ideal to spend 30 minutes lecturing and leave 10 minutes for the students to practice the new skill.  When I was a beginning teacher, I thought good teaching meant me talking for the majority of the day.  I now know that the best learning comes when the students are the ones doing the work while I facilitate the experience.  We want our students maxing out their potential everyday.  To me, that's what teaching with a sense of urgency means.  We should spend our days using the optimal learning model by demonstrating the skill with gradual release. 

Vinyard #5 Miller Section 2

Miller Section 2:Why not? What works?                                                                       

                I love the statistics of the 5^th graders that this chapter provides for us to see that IR does increase test scores. In fact, I may share this information with my students! I agree with the chapter that we need to provide TIME in the classroom to read and allow students to choose what they are reading. I am thankful for the new books that were donated to our classrooms because my students were very interesting (and still are) in reading those books. As a young, 2^nd year, teacher, my classroom library could use a little updating. I have a lot of older books and students are not interested in the same old books. I have tried switching books out that are in my closet and “refreshing” my library in order to get them to become more interested and motivated to read.

                Also, 5^th grade teachers assign “20 minutes of reading” for homework each night. I feel that students may feel “forced” to read and that this is not reading for “pleasure”. I also agree that students need explicit instruction about what, why and how to read! If students can understand WHY they need to read, they may become more motivated to do so.

                As I stated in my previous post (on Section 1), I try to make it a point to refer back to the list I have from the beginning of the year. I took a reading interest survey and I can use this to point students in the right direction when choosing another book. I also have a list of the individual student’s lexile levels that can help me to direct them to reading material that will not be “too hard” or “too easy”. I try to stress to my students why their lexile levels are good for them and that they will gain more and understand more when reading. I do have a lot of students who choose the same types of books (such as comic strips) and I agree that they should be reading different genres of books and experience in reading a variety of texts. In fact, this is one of the 5^th grade standards. Recently, I have gotten my students interesting in reading not only library books but news articles, etc.

                I agree that the teacher needs to be an active participant in what the students are reading and helping to engage the students!

Vinyard #4 Miller Section 1 "Not This"

While reading Miller’s Section 1 “Not This”, I found myself thinking about all of the times that my class could “drop everything and read”. As an ELA teacher and Science teacher, I try to tie in reading materials for most of my lessons, but I can be guilty of not giving much time for “independent reading” for pleasure only. I have made a point to try to find out what my students like to read and I have written down not only their lexile levels, but their reading interests. I took a reading interest survey for my students at the beginning of the year and I have that ready to pull.

                I try to allow time at the beginning of the day and at the very end of the day SPECIFICALLY for independent reading. Sadly, most of my students would rather play on the laptops instead of read and continuously ask me. For this reason, I have made it a point to conference with my students again about what they are reading. I help my students pick out books and if they do not see one they like, I allow them to write down their interests so that they may take that to the library.

                I think that our reading/language arts standards have become overwhelming for teachers and I agree that we spend a lot of time teaching our students the skills but not actually allowing them to read. One thing that is challenging for teachers, however, is getting our students to WANT to read. They need the extra push and motivation to read. It’s almost as if you have to hold students accountable for what they read in order to actually get them to read. Sadly, I know that most of my students will not read when they are at home. In that case, it can be a lot of pressure to get the students to read at school.

                While I am not a worksheet or workbook fan, I do plan engaging ELA and Science activities that are hands on. It is challenging to get students to just sit and read sometimes. I do think it is possible, but I agree with Miller that sometimes you just have to find the time AND support/motivate your students.