R. Routman, Reading Essentials, Ch. 4: Teach with a Sense of Urgency
This chapter gives an overview of the Optimal Learning Model
(as shown on the inside cover) and gives guiding principles and questions for teachers
as they plan instruction. Understanding
and applying this model is crucial for developing independent learners. I realize that I often cheat students out of
opportunities for learning by cutting corners in my instruction, usually because
of time constraints, by not offering that gradual release of responsibility. When the shared demonstration and/or guided practice
are left out in an effort to “cover” the curriculum, my teaching efforts
usually don’t result in all students actually learning. I end up re-teaching
the skill or concept eventually or find myself asking “Why don’t they get it?” Asking the questions on pg 47-48 before planning
and conducting lessons would benefit both students and teacher. This puts focus back on helping students achieve
independence rather than covering all the standards.
My favorite part of the chapter is the Summary of Reading-Writing
Activities (pg 57-61) where Routman gives specific examples of how to use texts created by
you and your students for Shared, Guided and Independent Reading. Using student writing or shared writing always
inspires greater interest even among my most struggling readers. This is such
an easy way to encourage students to see the connection between reading and
writing. Students begin to see themselves as readers and writers!
I love the insight you have of needing to switch the pattern of "covering the curriculum" to instruction that puts the students closer to independence. Doesn't the knowledge that kids really become invested when we use the work they create, just fit in perfectly with what we know about kids? They are social, they learn well from each other, and having a connection or investment in the material makes the lessons stick!
ReplyDeleteHi Lori,
ReplyDeleteI love Routman's explanation of her Optimal Learning Model and the importance of providing students with specific scaffolding to support their growth toward independence. I, too have cut corners because of time and have "covered" or "explained" content without providing students with opportunities to interact and to read, write, and think themselves only to realize transfer didn't occur.
The strategy you pointed out in your last paragraph is near and dear to my heart. Books and texts that students have written or that the class has written together are wonderful to include in the classroom library because students had involvement in generating the text and therefore are more likely to be able to read them. Sincerely, Dawn