Krystal's blog post #3

Chapter 8 Teach Comprehension

 

Not only is it important to model and teach reading, is it equally important to teach comprehension.  What good is reading without being able to understand what is being read?  Often times, I have noticed students are excellent at reading a passage within a certain time (which I contribute to numerous programs that time reading), but cannot apply comprehension skills during or after reading.  When asked what they have read, they either give the blank stare or begin scrummaging through the book to piece together the events.  Though I teach referring back to and rereading the text, I do emphasize taking the time to understand and question during the reading process and not to solely depend on going back to the text to answer every comprehension question.

As explained in the article, students need a deepened understanding of what they read; something that goes beyond answering those comprehension questions that are stated in the text.  Students need to be taught comprehension strategies that they can apply to their independent reading material as well as class novels.  This article has me reflecting on the structure of my reading block.  Often times, I only focus on one skill at a time for a week or two isolated.  However, I do make sure to refer back to previously learned skills even after assessments of skills.  Yet, I am going to reevaluate my reading block to not only incorporate more independent reading time but how I can consistently assess students’ performances on each skill as they are reading during one on one conferencing. 

Because I do not take the time to reflect on my reading practices, I don’t realize how many skills I am using.  Reading comes natural to me.  If I don’t understand a text, I will reread.  As I am reading, I am making connections, creating a movie, determining a theme, making inferences, etc.  After reading I am sharing with others about what I learned providing a summary.  It is now my goal to get students to this point of using the strategies to truly read and comprehend texts that they enjoy reading.

Krystal's Blog #2

Section 1: Not This: Is There Enough Time? And Is Time Enough to Support Independent Reading?

 

This section really has hit so close to my classroom.  Searching for the time for true independent reading has been an especially difficult time this school year.  With numerous interruptions during the academic time due to programs and other activities, it has been challenging to designate at least 30 minutes to effectively implementing independent reading including conferencing.  Section 1: Not This has shined some light on how much non-instructional time is during the school day.  I have now incorporated an independent reading time at least 2-3 times a week.  During this time, I once believed in independently reading myself.  As the article mentioned it is not the most effective because you will never know if students are properly independently reading.  You also do not get the chance to see what reading skill students are using or need support in. 

Creating the time for independently reading and conferencing will benefit all students.  Those who are struggling readers will get the opportunity to practice reading skills taught during mini lessons and the one on one with the teacher to focus on reading strategies and tips.  The students who are proficient readers, will be able to read for enjoyment and also apply and deepen their understanding of the text.  I am currently trying to rework my daily schedule to allot for independent reading time and conferencing.

I can remember having DEAR (Drop everything and read) during my elementary experience.  Though I thoroughly enjoyed this time, my peers did not.  I can remember my teachers constantly reminding students that they were supposed to be reading during this time.  Teachers would get frustrated and discipline the students majority of the DEAR time. 

Krystal's Blog Post #1 Share Your Reading Life

Chapter 3- Share Your Reading Life

As a reading teacher to young students, I believe it is important to share my reading life with them.  Majority of my students are used to independently reading only when teachers have allotted time in the classroom; while just a small few will read for pleasure whenever possible.  I have seen some students try sneaking in reading during other core content and even during recess; while others “fake” read during an independent reading block. “While it is true that we want out students to be able to read and comprehend well in all curriculum areas, including required high-stakes tests, let’s not lose sight of the fact that is they don’t read for pleasure they are not likely to make reading a lifelong habit or goal. (Routman, 2003)” It is important for the students to know that reading can be enjoyable.  At the beginning of the year, I choose the novel we will read whole group while applying reading skills being taught in the classroom.  As we conducted a book walk, some students began to get skeptical.  When asked if they believed this would be a book they would enjoy, some students were eager to begin reading and some were already casting the book aside.  I began to question those students who didn’t want to give the book a try.   Reasons included: not the right genre or I really don’t like to read. During this time, I tell the students how I thoroughly enjoy the novel; which is the truth.  But more importantly then telling them, I showed them.  During the reading of the novel, Maniac Magee, I read with expression, stop to show questioning during reading, laugh at parts in the book, and engage them in discussion.  Students are able to see me enjoying a book and painting a picture about what I am reading.  During a specific part of the book where the main character is dining with an unknown family, I stopped and began imagining out load how this could have taken place at my grandmother’s house when I was younger.  The students laughed and we held a brief discussion.  One student raises his hands and says,” Ms. Gathers, I can tell you really enjoy reading.”  I said of course!  I shared with the students how I am currently reading 3 books at home. 

One issue I noticed with students who originally stated they did not enjoy reading, was that they were not knowledgeable about all the genres and books that existed on topics they loved.  Students did not know how to choose books that they were interested in.  Some students did not even have a clue as to what books they might would’ve enjoyed.  Because of our first novel, some students fell in love with the author and have checked out some of his other books.

As the year progresses, our reading block will change from teacher-picked novels to student choice.  It was important for me to spend time with students and inform them about how reading can be enjoyable.  I do not share common ground with those students who do not enjoy reading.  I have always enjoyed reading a variety of literary texts.  I have always viewed reading as an escape from the real world!  It was difficult for me to understand their view and jump start them on the literacy path.  Now as a fifth year teacher, I am understanding more of the “WHY” they do not enjoy reading and the “HOW” I can change this thought. 

Raegan Shaw- Blog Post #3

Chapter 3: Share Your Reading Life

I connected with this author on such a personal level!  I liked that the author seems to be a sentimental and quite organized person because I feel that my life is very similar.  The author included how she kept her favorite quotes from her books and I do the very same thing.  I have been raised by both my teachers and parents alike to love words and vocabulary, so it was so nice to hear that someone else shares the same passion for reading and finding sentimental value from texts as I do.

Especially from the connection I have made to the author, I now have a larger yearning to conduct the same reading-centered lessons and activities with my own students in my own classroom.  Although I have previously shared my love for reading with my students, before reading this article, I had never thought about telling them exactly what I love reading and why.  I had just said, "I love reading and you should too!"  Sometimes, loving something is not enough.  Being able to describe your passion for something and really dive into the depths of your passion's meaning is what captures others and sparks their interest as well.

Before reading this article, I had actually made my classroom "Reading Rug" more appealing than before by adding student-made anchor charts (i.e. "How can I become a better reader" anchor chart with student-written responses), an "I love reading" picture to my bookshelf, a fuzzy rug, several comfortable chairs, and a very large stuffed teddy bear; however, I feel that I focused more on the look and comfort of the reading area than the actual books, themselves.  I have found that my library consists of many literary fiction texts such as fairy tales and Junie B. Jones.  What I really need to be doing to "vamp up" my library is giving students more option of choice.  My goal for the next few months is to add in 'a gazillion' more non-fiction books and to label different book bins by genre.

This author has really pointed out the importance of options for children when it comes to genre.  The author mentioned--and even gave a graphic of--a Genre Wheel, where students can see all of the different genres and are asked to read at least two books from each section of the wheel.  I know that I will find this extremely beneficial to my students in the near future and I cannot wait to use it with them!

As a first year teacher, there is a lot of things thrown my way that I feel are over my head; however, one thing I know for a fact is that if a child can read better, they can virtually do anything better.  I have been, am, and will focus a lot of my attention and instruction on the importance of vocabulary in text and try to foster a passion for reading in each and every student that comes my way.

Vinyard Post #3 Routman Chapter 8

                I agree with the author when she says that as teachers we spend a lot of focus on words instead of the meaning. During spelling, with spelling words and lists, I try to have students focus on what the words mean, but in their minds, the students are more focused on how to spell the word because they know that ultimately that is what they are going to be tested on. As I was completing my IRI’s with my students, I realized that I could make a connection with this chapter. I was focused on listening to the students read the words on the page and marking what words were incorrect. Later, as I was asking the comprehension questions I was able to see that some of my students were not able to comprehend the text even though most words were said correctly. I agree that it is difficult for teachers to decide on the best method to teach comprehension. Recently, my 5^th grade students were reading a novel. I decided to reach out for some resources online, only to find that a lot of the resources I could not/did not know how to use for my students and their reading levels. The novel that we were reading was a “deeper thinking” novel, and I did not want to confuse my students. Instead of using these resources, I decided that we needed to just hold a “class discussion” at least once a day for a few minutes to give students time to ask or sometimes even write down questions they had about the book. I even had them write down words they were unfamiliar with in the chapters of the novel so that I could help them with the words to aid with comprehension.

                I think that teaching self- monitoring is very important. I love the ideas the author gave on what types of questions to ask the students to get them thinking to make sure they are understanding what they are actually reading. In my classroom I  also like to do a pair and share in order to let students do as the chapter suggests and interact with peers to increase their comprehension. Another way this is used in my 5^th grade classroom is when we integrate technology and use the Padlet website. Students can respond using the laptops on Padlet and are able to read each other’s responses while they are posting their own.

Vinyard Post #2 Routman Chapter 5

Chapter 5: Organizing an Outstanding Classroom Library

                I was able to fully connect with this chapter in Routman’s book. Last year, my classroom library was unacceptable (to my standards). But, being that it was my first year, and I had no funds or hand me down books, I worked with what I had. I organized my very few books into lexile levels and by AR points. This year, with the help of some fine folks, I have been able to GREATLY increase the books in my classroom library and was able to lexile ALL of them. I think it is very important to expand home reading as well as light reading. After reading this chapter, I was able to come up with some ideas on how to have students understand and value light reading. I have some science magazines in my classroom that I usually only pull out for resources, but I have decided to pull these magazines out and make them available for reading on a daily basis. The students can enjoy the magazines just as they would a book, while integrating science.

                Another thing I have done (as the chapter suggested) is to arrange the books by series. Students tend to enjoy reading the series and even ask me if/when I will get more books in that series. I agree that students will be more likely to read and comprehend when they are able to sit down and find something they can like.

                I think it is very important to do a reading inventory to find out what your students like to read. I also think it is important to have a classroom environment that is conducive to reading. I love the ideas that the author gives for increasing your classroom library and plan to create a top ten book list.

                Overall, this chapter got me excited again about the books in my classroom and how to utilize them.

Vinyard Post #1 Routman Chapter 4

As I was reading chapter 4, I noticed that I could make a connection with the chapter. The author writes about how we as teachers need to “demonstrate that we are readers”. When teachers show that they are also readers, and model how to read, I believe that this is highly effective. In college I had a professor who would give us an assignment but while we were completing the assignment in class, she would also be completing that assignment. She always told us that whenever she asked us to do something it wasn’t just because she had to give us something to do, but because it was important for us to do as readers/writers. I have taken this teaching method into my own classroom as well. Almost every assignment I give my students, I make sure that I have done the assignment myself. I share with my students that I have already completed the assignment myself, and afterwards I can share with them what I learned from the assignment. I also like to model how I read for enjoyment as well. I enjoy helping my students chose books from my class library because I want them to enjoy the books that I have in my room for them. In 5^th grade, students are asked to read novels that are chosen on their reading levels. I am able to also apply some methods that the author discussed such as demonstration, shared demonstration, guided practice, and lastly independent practice. So many students have trouble reading on their own but when we read together as a group the students seem to enjoy reading more.

                The questions on page 47 were very helpful when deciding how to understand and apply the learning model. I think a lot of the time, teachers get so caught up in teaching the standards that they forget to ask themselves questions as simple as these. The ultimate goal is to have students working toward independence and when we can teach in a way that promotes joy in learning, this is such a huge success. In science, I recently heard a student in my class (after an experiment and steps of the scientific method) say “wow, how is this so much fun?!” The student was surprised that it was a joy to learn. After the students were assessed on the experiment and scientific method, I realized that most students were able to retain the information.

                I liked that the author shared what she tells the students when she “fail(s) to explain adequately” (Routman, pg. 49).  There have been many times when I have had to stop and give instruction again because my students were not comprehending.

                Lastly, the author gave some helpful suggestions on how to include interactive reading and connecting reading with writing. I realized some things that I already do in my classroom. Our novel study that we are doing in 5^th grade is very helpful with connecting reading with writing.