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.

Lindsey Layton - Blog Post #7

Lindsey Layton:  Blog Post #7 – Chapter 9:  Emphasize Shared Reading

I really enjoyed reading this chapter because I think it is a great way to share reading with our students and even our own children.  Shared reading allows the teacher to model reading and also allows students the opportunity to read with their own peers. 

            During Shared Reading time, both the students and the teacher have responsibilities.  The students’ main responsibilities are for them to listen, talk with others, respond to the teacher, and think about what is happening in the story/book.  The text that the teacher chooses should be text that will keep the students engaged and interested.  In my classroom, my students thoroughly enjoy reading The Magic Treehouse books because Jack and Annie are younger children about their age.  I feel the students are able to relate to Jack and Annie; therefore, they are more engaged during the reading.  I have found that if my students are engaged and feel successful at reading, than they are more likely to want to read more work harder in the classroom.

            During Shared Reading in my own classroom, I allow the students to turn and talk to each other.  This allows the students to share their ideas with each other, ask questions to each other, and gets them thinking outside of the box.  When we do Share Reading, I will show my students what I am thinking so they realize they should be thinking and asking ideas to themselves while they are reading on their own.  I definitely want to incorporate additional shared reading in my classroom because I feel it is an excellent way to model reading to students. 

Ch. 12 Krystal Blog Post

Chapter 12 You Only Have So Much Time

It is so true that some teachers feel exhausted after teaching all day and still bring work home to complete.  I have experienced this for myself.  It is very difficult to tell friends “no” when asked to hang out during the weekdays because I am either stuck at work until 6-7 PM or working on assignments at the house.  However, I do know it is not beneficial for the students, when I am feeling exhausted.  I have always planned out at the beginning of the year, how I would spend my time more effectively in the classroom.  It sounds like a great plan until the school year actually begins.  That’s when programs, grades, evaluation assignments, professional developments, grad courses, etc begin to happen.  Trying to find that balance between my career and my personal life has always been a struggle for me.  I throw all of my energy into my career and let my passion drive me.  Unfortunately, that means my family and friends suffer from my absence most of the time.  This chapter has truly opened my eyes to how I am really most likely doing a disservice to myself as well as students.  Feeling burnt out should not be happening.   Although I may not see it, I am probably not utilizing the time in the classroom to the best of my ability.  In future planning, I will reflect on my current teaching schedule and modify or adjust for the coming school year.  I will also spend my summer catching up with those I neglected during this current school year and readings I have thrown to the side.  I will take time out to find out how I can become a more effective teacher and establishing and maintaining a balance between my career and personal life.

 

Routman Chapter 12: Jeff Young

Chapter 12 of Regie Routman’s book Reading Essentials is entitled “You Only Have So Much Time.”  As teachers, we know that to be so true!  Routman gives a set of questions for teachers to have in the back of their minds as they are teaching and preparing:  “What do I want them to know and understand, how can I help them understand it, how will I know they understand it, and what are my new expectations for students?”  Routman emphasizes the need for the work students are assigned to be meaningful.  When students can connect what they are doing to the real world, they are more motivated to learn and accomplish tasks given.  We all may be guilty at one time or another of assigning activities to just fill time, but Routman asks us to assess how the activity will “help my students become more independent as readers, writers, and thinkers.”

 Instead of administering time consuming assessments, Routman suggests making ongoing evaluation a priority.  (There may be some assessments that are required, but we are to assess the evaluations we have control of).  Another key in making time count is by allowing for active participation, which Routman explains, will promote higher learning and maximum participation.  I have found that students are eager to engage in the lesson if they can have an active part in it. 

Another interesting point to ponder is to ask yourself how effective are you using the walls in your  classroom.  Too often it’s easy to find colorful posters to paste up, but Routman says that walls, carefully used, with accessible helpful information such as content area words or vocabulary can benefit students.  Routman also encourages teachers to examine their daily schedule to maximize beneficial activities.

Lastly, Routman gives a few keys to being an exemplary teacher: read a lot (personal and professional books), reflect on one’s teaching, and invest in creating a classroom that nurtures the love of learning.  Routman’s suggestions, if carried out, can really change a classroom and school in significant ways.