You Only Have So Much Time - Chapter 12

The opening statements to this chapter sounded so familiar.  Teaching can be exhausting and overwhelming in so many ways.  One Routman’s goal when she works at a school is, to make their lives easier.  Teachers should be able to have a life and not live in their classrooms or stay up all night grading papers.  I can remember my first teaching job and how I felt compelled to grade every worksheet and activity that we completed.  Little did I know that there was a better way to do things.  Even though I struggle still today I understand that students benefit more from me sitting and working with them than me copying a worksheet, them doing it and me grading it. 

Routman again provides a list of questions to keep in mind when you are planning.

·         What do I want them to know and understand? Expectations, content, curriculum, big ideas, skills, strategies, standards.

·         How can I help them know and understand it?  Provide necessary background knowledge, demonstrations, guided practice, appropriate resources, differentiated instruction, supportive language and reteaching.

·         How will I know when they know and understand it?  How will students know that they understand and let me know that they do?  Observations, conversations, conferences, performance assessments, tests, evaluations, self evaluations and reflections.

·         What are my new expectations for students?  Goals, action plans, lessons demonstrations and resources.

She continues to encourage simplicity when planning and with the work that students will be completing independently.   Working with students and assessing at the same time must be at the forefront of each day.  When this takes place no time is lost in giving lengthy assessments and then having to grading then and finally planning for the next days activities.  Streamlining is key and will take some work because I am not used to assessing as I teach.  I tend to forget things so I will have to become better about writing things down so that I can refer to them at a later time.

The chapter continues by covering key items in planning.  She covers the pace that lessons should flow, how to combine activities so that participation and learning are maximized, creating more time for students who struggle and use transitional times to quick learning moments.  This book will truly become a resource with its many examples and appendix that is filled with great ideas and information that will help explain the work that I hope to do in my classroom.   Best practices fill its pages and I look forward to implementing and sharing ideas and strategies with my colleagues. 

Build on Best Practice, Know the Research, and Use Programs as a Resource - Chapter 11

Teachers need to have confidence in themselves as professional educators.  We should constantly reflect and question what we are doing in the classroom and if it is effective.  We do not need to depend on a boxed reading program if we are keeping best practices in mind.

Best Practices in Teaching Reading

·         Students need caring teachers.

·         Readers need to have a large bank of words that they can read automatically. 

·         Phonics instruction is most effective when largely completed by the end of first grade.

·         Phonemic awareness is necessary for students to become readers.

·         All good readers miscue, correct themselves, and problem solve as they read.

·         Students need to be matched with books they can read.

·         Struggling readers need to practice reading more, not completing worksheets.

·         Avid readers can talk about favorite books and authors.

·         Readers who are effective are able to integrate many strategies to comprehend what they read.

·         The ability to access book and libraries has a positive impact on a student’s reading achievement.

·         Nonfiction text needs to be exposed in classrooms.

·         Find what interests students and this will engage your students as readers.

·         The more students find joy in reading, the more they will be motivated to read more.

·         Students learn more when basic skills are integrated and connected to relevant and challenging curriculum.

As professionals we should understand that “scientifically based” curriculums are not.  In theory they should work, but they did not test it with individual students that come through my classroom each year.  I grew up not asking many questions, doing what I was told.  In my career I have done the same.  I teach how I like to teach “underground,” but the more that I read about teaching the more questions I have and the better I feel about the decisions I have made in my class.  This chapter is a great resource if you feel overwhelmed by all of the research that is out there about reading and what is effective and what is not.  Bottom line is that a box curriculum that is “scientifically based” does not meet all the needs of my students and can be used as a resource but should not be the center of my curriculum.

Teachers are going to have to find their voice.  As a mom and a teacher I worry about the type of education that my own children will receive.  I know that the teachers that I work side by side with day in and day out have the best intentions and even those at the higher levels do too.  I think they are worried about losing their power.  I am worried that each year I am sending on students who are not critical readers and thinkers, who are able to problem solve independently and these children are our future.

Guided Reading - Chapter 10

It is confession time; I struggle with guided reading groups.  I find it difficult to find books that have the same theme that I think that each group will like, I find it frustrating to be working with a group of students who have not finished reading their assigned reading and/or the rest of the class who are unable to focus on the “busy work” that has been given to them so I can meet with a group of students and I feel guilty for not always reading the book with the group because I have so many other things to do.  So, I just do the best I can and try and remind myself that there is only so much time in the day and that I need to be patient.  So you might be thinking how thankful I was that this topic was included in this book, I was!

Routman quickly puts her two cents in about how she does not like ability grouping.  Well now I have another strike against me, but she does state that guided reading can take on many different forms.  For example, guided reading could be partner reading, reciprocal teaching, reading one –on-one with a teacher or tutor, shared reading.  Flexible grouping is key!  They should be based on students’ needs, interests and for instructional purposes.  Students should not stay in the same group all year. 

Here is a list of possibilities for flexible groupings:

·         Participating in literature study and literature conversations often called literature circles.

·         Rereading and discussing a story, or part of a story, that has been read aloud.

·         Reading with a partner

·         Reading a small chunk or passage from a book begun during whole-class interactive reading.

·         Engaging in reciprocal teaching.

·         Rereading part of a familiar text as Readers Theatre.

Now how to choose the text?  Good literature is a must.  My third graders love action, comedy and I like those too, but I also love to read folk tales and historical fiction. 

Some Qualities of an Excellent Guided Reading Text

·         Engages students.

·         Students are able to figure out and understand the words.

·         Students are able to make and confirm predictions.

·         The story line or organizational structure is easy for students to follow.

·         Students are able to use the book’s layout and organization to help make sense of text.

·         The illustrations or photos to support understanding for the students.

·         Students are able to read most of the text with minimal teacher support.

A schedule is my next concern.  She recommends that you should have no more than six students in each group and that you should not have more than four to five groups.  Depending on what grade level you work with meeting with your groups could be as often as two times and use the other three days for shared reading or independent reading where informal reading conferences can take place.  To me this means that my schedule will change depending on the needs of my students and what we are working on.  So for someone who likes to plan, like myself, I will have to wait and see what my students’ reading abilities are before I can make a plan for my guided reading.

Some key points to remember from this chapter include:

·         Don’t let guided reading dominate instructional time.

·         Be flexible with reading instruction.

·         Independent reading should be a priority.

·         Reading should be the primary activity that students engage in if they are not in a group. (This could be a great opportunity for text-sets.)

·         Model exactly what students should be doing while you are meeting with a group.

·         The expectation should be made that students will monitor their own behavior.

·         Praise students for their efforts both for their work within a discussion and while they are working independently.

This is a great chapter and I am quite confident I will refer back to this chapter in preparing for the upcoming school year, especially when I get to know my students and their reading abilities.

Shared Reading - Chapter 9

“In shared reading, a learner – or group of learner – sees the text, observes an expert (usually the teacher) reading it with fluency and expression, and is invited to read along.  In the optimal learning model, shared reading is an ideal way to demonstrate and support what good readers do.  The teacher not only makes reading visible and explicit for students but provides scaffolding so that students will be successful.” (pg. 130)

Shared reading is an activity that I have implemented in my classroom quite regularly in the last couple of years.  Partly because I love reading and it helps me when I get frustrated.  But despite my selfish reasons, it is a great instructional opportunity.  Routman believes that through the support and modeling that takes place during shared reading, improves reading achievement.  During a shared reading activity in kindergarten through the first part of second grade students build confidences, word familiarity and fluency.  As students reading skills get better and they move into 3^rd grade and beyond it creates an opportunity for students to not only demonstrate, but practice the different elements that go into the reading process.

During shared reading activities a fun and social exchange creates the possibility of students enjoying themselves which has a direct impact on their learning.  The teacher should combine reading aloud with interactive reading and shared reading.  Once an activity is completed, students should have some independent time to work by themselves.  This type of instruction falls into the Shared Demonstration part of the Optimal Learning Model.  It is a great opportunity for both demonstration and practicing different aspects of the reading process across any genre.

The next part of the chapter is helpful because it provides a framework for shared read aloud.  It helps guide you through what the role and activites of the participants (teacher and students) are during shared reading, gives guidelines for choosing text, what the purpose of this exercise it,  the advantages to of the shared reading activity, procedures and evaluating the possibilities. 

As if the framework were not enough she includes two vignettes of a shared reading in a fourth grade classroom where she reads them a picture book titled Keepers, by Jeri Hanel Watts and Felicia Marshall and in a second grade classroom where they read America’s Champion Swimmer, by David Adler.  In each instance she give background to what the book is about, previews the book using pictures, reads aloud, invites the students to participate and she asks them questions.  These questions are her demonstration her way of thinking.  She says over and over that she is going to be telling the students what she is thinking as she reads, because that is what good readers do, they think as they read.

Shared reading is another opportunity to show students the love I have for reading while combining instruction and enjoying a good book!

Chapter 8 - Comprehension

In chapter 8 Routman stresses the importance of the teaching of reading continuing to be individualized and of course to stray from the norm.  The norm being, the boxed set of curriculum that teaches to a test and also isolates individual reading strategies as its main focus.  While I was reading the first part of this chapter I thought of my own reading instruction and felt like it was lacking last year.  I blamed it on a new program, that we were given very little training on and expected to implement right away.  I am guilty of practicing one comprehension strategy  for weeks at a time.  I was just following the curriculum.  Our focus on the one strategy kept my students from thinking about the overall meaning and finding a deeper meaning besides what is your connection to this story.  “While it’s fine to introduce an practice strategies one at a time, remember that when we read we use all these strategies one at the same time and that our comprehension process is largely unconscious.” (pg. 119)

In order for students to actively and independently monitor and regulate their own comprehension they must have instructional time to be introduced to the strategy, but also time to apply it.  Teachers are taking up so much time instructing, that students have very little time to apply.  We should be spending 20 percent of our time on instruction of a strategy and students should have 80 percent of the time to read independently and apply what they have learned.  During the 80 percent, teachers can work with students during informal reading conferences.  Key strategies to teach include: predicting, questioning, creating images, seeking clarification and constructing summaries.

She also provides four questions to help keep teachers focused on strategic reading rather than on singling out strategies.

1.       Are students using and applying the strategies I am teaching?

2.       How do I know that?  What is my evidence?

3.       Am I teaching for understanding of text?

4.       How am I assessing for understanding?

To be a strategic readers, students must use the strategies that they know, coordinate them and then shift to a different strategy when needed.  Students need to know that is okay to adjust and shift the strategies that they are using in order to make meaning.  A good way to do this is to model for students our own way of thinking when we read and show them that we change the strategies we use depending on the type of text and what prior knowledge we bring to the text.

As the chapter ends she urges teachers to keep fluency in perspective.  This is definitely something I have learned throughout the time while working on my masters.  Students do not have to read fluently in order to comprehend.  The best way to improve fluency is to have students practice reading short, familiar text.

“. . . . . we must take care that teaching a particular strategy does not take precedence over reading and  understanding text.  Students can “know” lots of strategies and also document their use of particular strategies.  But being able to complete a strategy exercise is not the same as knowing how and when to use and apply a strategy in the act of reading to gain understanding.” (pg. 129)

Make Assessment Instruction's Working Partner

Well I am going to give a second stab at this blog.  I had it finished, and it did not post or get saved. 

Testing and assessing seem to be constantly filling our days and weeks.  It seems at every level: district, state and federal they all want data from a one size fits all assessment.  Students as well as teachers are sick of the monotony of these assessments.  In chapter 7, Routman encourages everyday opportunities to assess students on their reading abilities.  With each activity that could possibly used as an assessment she asks the questions:  Is this a valid and useful assessment, how am I using this assessment, what goals am I setting and who else do I need to inform?  These questions should focus teachers' thoughts during planning time to seek out and carve assessment opportunities throughout the day.

Using informal reading conferences is the central focus and best opportunity.  The reading conference can take place during the students' independent reading time.  Independent reading time should be 20 minutes for 1st and 2nd grades and 30-45 minutes for 3rd grade and up.  During this time the teacher can spend as little as 5 minutes to up to 20 minutes with a student.  The frequency of conferences is left up to the teacher.  Meeting with struggling students should occur at least once a week and with other students as little as once per month.  During the same time the teacher should also be monitoring the students' reading records, observing their responses in shared, guided and interactive reading as well as evaluating their independent responses. 

Many have found this to be an excellent opportunity to get to know students better.  It can also be a rewarding and productive routine.  The students will have an opportunity to have a different experience with a teacher.  No longer is a teacher the one who is talking and sharing, but now students have an opportunity to share what they have read and learned. 

Here is her framework for an informal reading conference:

• Bring me a book that you can read pretty well.
• Why did you choose this book?
• What is the reading level of this book for you  (Excellent opportunity to see if the student understand a "just right" book.)
• Tell me what the book is about so far.
• Read this part of the book for me.
• Tell me what you remember about what you just read.
• Let's discuss your strengths and what you need to work on.
• How long do you think it will take you to complete this book?

If we teach with urgency, then we take every opportunity we can to help students learn.  This can happen in a group or as you sit and have an informal reading conference with your students.  Not only does it help us to get to know our students better but gives us great data or information about what our students know and helps us to decide in what direction our instruction can go next.

Classroom Libraries and Independent Reading - Chapters 5 and 6

Chapter 5
I have to admit I have a rather large classroom library.  I actually gave away a donation last year because I do not have any book shelf space left.  It is compiled of books that I have received as donations, through book clubs and others I have collected along the way.  In fact, when my mother-in-law was present one summer while unpacked it to get organized for the upcoming school year, she could not help herself in commenting on how many books I had.  At the time, I was embarrassed, partly because I did not understand what she meant by the comment.  I know now what a great part of the classroom it is and I love introducing this area of the classroom each year to my new students.  It is a work in progress.  Each year I change it up a little bit, but it does take a lot of time to maintain it.

Children's access to books is essential in developing their reading skills.  Having a classroom library is another important step to show kids just how important reading is.  Through this chapter, Routman encourages educators to collect a wide range of books that will be of interest to students.  To help with the inventory she suggests getting creative.  You can do things such as ask students to bring books that the class can borrow for a short period of time, check-out books from public libraries, use classroom book clubs such as Scholastic or Troll, look at second hand stores, ask families if they would like to donate any books.  It is important when collecting books that you keep in mind the types of books that students like to read.  Paying attention to what students are interested read a lot is one way, but another way to approach this is by creating class lists of favorite books, have book talks and ask the students what type of books they would like included in the class library.

Involving students in organizing the classroom library is also suggested by Routman.  I don't totally agree with this concept.  It takes a lot of time to organize and there is a lot to cover throughout the school year.  I take my time at the beginning of the school year in introducing the class library and explaining what types of books that will find in different areas.  Throughout the year during each book report we revisit where certain books are found.  During Book Bag times, I try to be available to help students find books.

Chapter 6
This chapter covers a part of reading that I struggle with scheduling into each day consistently.  I love reading and teaching of reading but like Routman's friend, find difficulty finding a a good block of time for students to be able to just read a book or text of their choice.  During independent reading time the teacher is a guide to students who are choosing books, monitors comprehension, a reading record is kept by the student, teacher sets and works with students on individual goals.  This is another aspect that is hard for me.  I find that during independent reading time I am working on getting the next activity ready and not sitting and working with students.  This is a goal of mine, to more consistent in sitting and reading with students daily.  The practice of independent reading fits into the Optimal Learning Model that was the topic of chapter 4, http://www.regieroutman.com/teachingessentials/samples/OLM.pdf.

As with any activity, for it to flow well the procedure must be set up and practiced in order for the teacher to be able to sit and meet with students throughout the time. 
She suggests these guidelines:

• Make sure that the book that the student has chosen is one that they like and understand.
• Students have as many books as they may need for the time period.  (I use Book Bags.)
• Students must find a place to sit and then stay there.
• Students need to read quietly.
• Students must maintain a Reading Record, essential for 2nd grade and up.

The more I read this book, the more I appreciate Regie Routman's effort to take into consideration the climate of public schools.  In the book she make statements and then she has kindly created a reference list of research that has been completed to back up her statements.  This is a must read and keep book.  I will definitely will have information I will need if I am questioned about the practices that I carry over into my own classroom.

Teach With a Sense of Urgency - Chapter 4

When I first read the title to chapter four I couldn't help but think about what I call "Testing Season"!  It takes place in the second semester.  My district wants us to complete DRA testing, NMSBA and then we turn around and the students are taking the MAPS test again!  I really make a concentrated effort to not teach to the test (NMSBA), but about a month before the test I feel like I have to start sharing the format and the expectations of the the test with my students.  This is when I start feeling a sense of urgency.  I always second guess myself about if I should have started sooner, should I have been teaching to the test?

Really this chapter does not cover "Testing Season".  It looks more at using your time within the classroom wisely and making sure that you are taking every opportunity to instruct, assess and look at what the students are able to do.  She starts out by asking teachers, "What are the top five things we do ensure students become excellent readers?"  This is an opportunity for teachers to reflect on what they do in the classroom to help their students in reading.

Here are the top five things Routman (pg. 43) says we should be doing:
1.  Demonstrate that I am a reader.
2.  Provide an excellent classroom library.
3.  Let students choose books they want to read and give them time to read them.
4.  Teach strategies students need to know to process and understand text.
5.  Evaluate students regularly, giving them feedback and helping them set goals.

Routman then introduces the four phases of learning, which heavily relies on Don Holdaway's principles of developmental and social learning.    In each phase the teacher and students are involved.  At the beginning the teacher is the "expert" who assists and encourages the students.  As the learning process goes on students move from dependence to independence. 
The four phases include:
1.  Demonstration - "The task or skill being modeled is authentic;that is, it has meaning for and is useful to the learners and its purpose is explained and understood." (pg. 45)
2.  Shared Demonstration - "This is the "hand holding" stage; the teacher invites participation while providing explicit demonstrations of and scaffolds fro the skills or tasks being employed." (pg. 45)
3.  Guided Practice - "The learners now hold the book or pen and are expected to take charge of their learning, using and applying what was previously demonstrated and practiced with direct support of the teacher and the group." (pg. 46)
4.  Independent Practice - "The learners have developed a level of competence and confidence enabling them to do the task successfully with minimal assistance." (pg. 46)

The rest of the chapter goes through each phase and explains how teachers can use their own judgement and expertise to guide students to success.  I found this section extremely helpful and refreshing.  So much of what we hear in trainings is that we must follow the curriculum as it is laid out and we must not stray or supplement.  I find this hard to do!  It is too hard to be aware of great strategies and ideas that I have learned from my fellow educators to just read and instruct based off of what my Teacher's Guide tells me to do.