Chapter #11: Summarizing and Synthesizing Information- The Evolution of Thought

The biggest things that I took from this chapter regards teaching students to be analytical in what they need to accomplish in their reading and writing about the text.  At my age, I am able to do this to a degree, but I feel that explicit instruction could have made me a better reader and subsequent writer.  I was never taught to examine my text and look for clues about how I should read the text.  While told that there are different texts, it was never made very clear to me how I should arrange my thoughts for properly processing different works. 

I feel that many of these strategies would be very helpful to students.  Harvey & Goodvis said, “When we summarize information during reading, we pull out the most important information and put it in our own words to remember it.  Each bit of information we encounter adds a piece to the construction of meaning.”  As educators, we need to better prime our students to go into an assignment prepared to read in a way that will allow them to pull the most necessary information from the text.  If I work with older students, I would love to spend time presenting these strategies, and giving students the opportunity to put those strategies to use with each kind of text.  I would also like to give them a chance to discern how they should read different texts.  These skills would most certainly serve them throughout their learning careers, giving them the tools to attack a text and get the most out of it.  

As a Kindergarten teacher I can begin to help my students to achieve these skills by reading picture books and modeling how to write a short summary. Students can learn to write their own summaries by jotting down a few words during/after reading and then using those words to construct their own summary. The teacher in the text provided the following tips to help early readers summarize:

1. Remember to tell what is important
2. Tell it in a way that makes sense
3. Try not to tell too much 

Chapter #10: Determining Importance in Text

I made a real personal connection with this text about finding out what is most important within a given reading.  In the book, an anecdote is told about a student that went back and looked back into her book and discovered that EVERYTHING was highlighted.  I did the exact same thing; looking back at my old textbooks, I highlighted everything as well.  I was never taught how to pick out what is most important in a text.  

Here are some guidelines to keep in mind when highlighting or teaching students how to highlight:

• Most important information is usually contained in the first and last lines of a paragraph.
• Focus on words and phrases rather than entire sentences.
• Utilize margins and sticky notes for paraphrasing notes
• Interesting details should be avoided- go for the meat of the article rather than the flash.
• Pay attention to signal words, Ex. "See page 15..."
• Non-fiction features like bold words and infographics, labels, graphs, etc, should all be focused on.
• Surprising information can tip you off that you are learning something new.
• You should be highlighting less that 50% of the paragraph as you begin to hone your skills.  Aim for a rate around 30% when you really get the hang out it.

As always, i am looking for ways to make a connection with our readings and bringing it to a kindergarten level.  I realized that I can do a better job of pointing out non-fiction text features so that my students are able to recognize what they are signalling.  Students will most likely not understand the significance of these features without being told at this age.  Hopefully, with some guidance, I can "highlight" the importance of these features so that my students are able to most quickly locate pertinent information.  

"When kids read and understand non fiction, they build background for the topic and acquire new knowledge.  The ability to identify essential ideas and salient information is a pre-requisite to developing insight." (page 156)  

I found some great ideas on pinterest that I already plan to incorporate into my lessons this week.  

Discussion #4: Visualizing and Inferring

Discussion #4: Visualizing and Inferring

Goudvis and Harvey stated that visualized and inferring are closely related. They said that, "When we visualize, we are in fact inferring, but with mental images rather than words and thoughts.  Visualizing and inferring don't occur in isolation.  Strategies interweave.  Inferring involves merging background knowledge with text clues to come up with an idea that is not explicitly stated in the text."  This basically means that students read between the lines. 

Recently, I started using the word "visualizing" in my classroom.  I told my kindergarteners that when you visualize, you are making a move in your head.  I began reading the Junie B. Jones series to my students to practice many comprehension strategies.  In the chapter book, there are very few pictures so students have to create their own mental images of the story. 

I am very curious to try the strategy in this text called Visualizing with Wordless Picture Books.  I have many wordless picture books in my collection, but I did not know how to incorporate them into my instruction with kindergarteners.  After students and I looked at the pictures, I would have the students draw, write, and then talk about their visualization.

I would also like to try the strategy called Inferring Feelings.  In this activity, a student has a feeling card on his or her back.  The students read the card, and have to give him/her clues as to what the feeling is without using the word.  For example, "My sister hit me with a golf club.  My dog died. My dad didn't let me go to the movies."  After students have shared their clues, the student with the picture card has to share the feeling and explain how he/she figured it out. 

Discussion #3: Questioning- The Strategy That Propels Readers Forward


Goudvis & Harvey stated, "Questions propel us forward and take us deeper into reading."   You could say that this quote even applied to me after the reading of this section.  When I finished reading this section, I asked myself how I could use this in my classroom.  I then thought about my weekly Friday "animal book" day.  During Animal Friday, I read to students a book about a specific animal and watch a video about that critter on Discovery Education.  For example, last week we learned about beavers, and the previous week we learned about anteaters.  Students are naturally very curious about the world, especially animals. After reading about the questioning strategies in this chapter, I became inspired to change my proposal strategy. 

This week I hope to focus on the lesson "The More We Learn, The More We Wonder."  In this strategy, I will begin by creating a chart titled "I Learned and I Wondered." Before reading the book, I will now ask students to wonder about our new animal.  Students will be expected to use a complete sentence.  For example, "I wonder what camels like to eat" or "Where do penguins live?" 

After we are done reading and watching the video, we will record on the chart what they learned.  Students will write in their animal books about what they learned.  They will be expected to write a sentence or two using invented spelling and sight words.  They should also include a picture with details.  The student samples will then be used as evidence for my proposal. 

I plan to use the other questioning strategies in the coming weeks. These include: Sharing Your Questions About Your Own Reading where the teacher takes a book they are reading at home and writes questions that they have on Post-it notes. The teacher then brings her book to class to show students the importance of creating questions. Other strategies I would like to implement are Using Question Webs to Expand Thinking and Gaining Information Through Questioning. I look forward to adding student work samples to my new weebly account.

Discussion #2: Activating and Connecting to Background Knowledge


"When we begin strategy instruction with children, stories close to their own lives and experiences are helpful for introducing new ways of thinking about reading." (Goudvis and Harvey 92)  In order to help students build background knowledge and to help them make connections, I like to use picture books.  Most of the books that I pick are realistic fiction and memoirs.  Before reading this chapter, I would mention the word "connections," but now I can see how I need to go further than that.  I can see how I can make better use of the connections they are making with the text.

One of the strategies I would like to try in my classroom is having students use the phrase "It reminds me of..."  Students could turn and talk to a buddy/partner about what the story reminds them of.  Then, I could chart their thinking on chart paper.  I believe that having the students actually see me write the information on the paper would be very meaningful to students.  They could actually see if in a much more concrete sense.  Later on in the year, I could divide the chart into two columns, one column for what the story is about and the other for what it reminds them of.  This directly shows their personal connections to the specific part in the story. 

"If we are going to teach our kids to make connections as they read, we must teach them about a type of connection that we have come to call the distracting connection."  (Goudvis and Harvey 95)  This section really reminded me of my kindergarteners and where they are at right now in their connection making skills.  For example, one of my students read a story and got stuck on the name of a character.  Her mom had a friend of the same name, and she was unable to add any details about the story other than the connection that her mother had a friend with the same name.  This seems to be pretty common for kindergarteners.  I would like to model someone having a distracting connection, and then helping them to see how to overcome it.  Because kindergarteners are so young, it is important to get them focus on their comprehension even when distracted. 

I also love the Building Background Knowledge to Teach Specific Content Strategy. p 99
When starting a unit on Africa, the teacher from the text realized that her students had very little background knowledge.  They went to the library, looked at photographs, and asked a lot of questions.  Whenever students asked a question, she wrote it down on a post-it note.  She also kept track of all that they had learned.  After much discussion, she had students write down a fact and draw a picture.  This is definitely a strategy that is appropriate for my kindergarteners. 

Discussion #1

Reading Is Strategic
During my reading, one snapshot stood out to me.  It was about a student named Alverro who was reading a story about giraffes.  While he was reading, he got stuck on reading the word "already" rather than understanding the meaning of the text.  As a kindergarten teacher, I spend a lot of time working on decoding strategies when I really should be putting more focus on comprehension.  The teacher worked with Alverro and came up with a plan where he would STOP and think about what he had just read at the end of every page.  In essence, the end of the page became a red light for him. 
In my classroom, I plan on making a stop light to act as a visual reminder for my students and I to take the time to really think about what we have just read throughout the text.  The text said "reading is thinking," and I couldn't agree more.  Teachers have a responsibility to help students to become active readers while still having strong decoding skills. 

Leaving Tracks of Thinking
In the text, the author spoke of the importance of connecting reading and writing.  I loved this quote from the text: "In the same way as animals leave tracks of their presence, we want readers to 'leave tracks of their thinking.'" This includes having students write responses to their thinking on post-it notes, in the margins, and in a writing notebook.
This year, I have been working diligently to have students track their thinking using reader response notebooks.  Everyday, we do a shared reading and respond to the text.  Students love being able to retell the story using pictures, and letters to represent words. 
I plan to tell my students the above quote to help them visualize what I want to see in their writing. 



Interactive Read Alouds
A focal point for me in the classroom this year is comprehension.  One way that I am achieving this is by doing interactive read-alouds, mostly in the form of short chapter books.  While I am reading, I try to focus on a specific comprehension strategy.  I model my thinking and questioning using high interest texts.  In the past I have used Junie B. Jones, Ready Freddy, and plan on using the Peter Rabbit series.  In the past I merely read the story and modeled my thinking.  This year I am trying to go further and I am naming a specific strategy and exposing them to words that will aid them as the progress in school.  For example, I have been using the word "visualize" with my kindergarteners, telling them that I am making a picture in my head. 
I also plan on jotting down my thinking on the easel as we do a read-aloud in order to model some notes or reminders about what I have read.  I also may have my students respond more to the interactive read-alouds in their reader response notebooks. 

What is Storybird?

Storybird


Check Out my Storybird- Why Are You in my Forest?

Writing Essentials?

After reading Regie Routman's Reading Essentials, I decided that I wanted to order her other book entitled Writing Essentials. I can't wait to gain more ideas about how to make my writing instruction more effective. 

Advocacy

As teachers, we are often given materials and programs to use with our students. Most of these pre-packaged programs are frequently made by people that have never stepped foot in a classroom. Routman states that too often, “Teachers go along with program and practices they know are not working well for many of their students because their energy is spent meeting the rising demands of curriculum, standards, and high-stakes testing.” (Routman 186)

As knowledgeable and effective teachers, we need to keep up with the latest research and know which “research” to ignore. We must be willing to take a stand for our students and ask questions if we feel the program is not working. Routman believes that programs such as Basal should be used as a resource only. This fall we will be receiving a newly adopted reading program that is based on the new Common Core State Standards. I will be using the program as a guide but will also use my professional judgement. We also need to think about what Computerized Reading Incentive Programs and other extrinsically motivated programs are doing to our students.

When I taught second grade, I used Reading Counts during Literacy Centers and 100 Book Challenge for my Independent Reading. I noticed that many of my students were reading to gain points and steps and not for meaning or enjoyment. Often times I would see them trying to take a test that I knew they didn’t read and that were way above their reading level or way below their reading level.

As a school we all agreed that these programs needed tweaking. We no longer give medals to students that have the most steps or points. We use the same materials but the focus is more on enjoyment and comprehension. I’m proud that we as teachers, coaches, and administrators did what was best for our students. 

Guided Reading

"Guided reading is most often defined as meeting with a small group of students and supporting them through a manageable text. Students are grouped with others at a similar reading level and supported to use effective reading strategies." -Regie Routman 

During Guided Reading, the teacher builds on what students know and then helps move them forward. 

In my classroom we have Guided Reading and Literacy Centers for an hour every day. During this time I meet with 4 groups for 15 minutes. When rotating centers, my guided reading group knows that they need to immediately start reading their book from yesterday. While they are doing this, I am watching to make sure that everyone is transitioning well. When I get to my table, students finish their reading and return their old books. This has really helped with management.

Guided Reading begins by setting a purpose for the session. The students look at the cover and pictures and make predictions about what the text is going to be about. After we make our predictions, we either choral read, echo read, or silent read (highest group). While they are reading, I am listening to make sure the text is appropriate and that they are reading fluently. Afterwards, we discuss the text and review our predictions and understanding. Our books are very short so I always have the students reread the text with a buddy. Then I allow them to bring the books home.

While I am working with my Guided Reading group, the other students are involved in meaningful literacy centers. Some of the centers include independent reading in our classroom library, Ticket to Reading on the computer which focuses on phonics and fluency, writing, and word work games. Many of the word work games have the students using the Mimio. 

Shared Reading

"In shared reading, a learner- or group of learners-sees the text, observes an expert (usually the teacher) reading it with fluency and expression, and is invited to read along." -Regie Routman

In my Kindergarten classroom, we do shared reading every day.  During this special time, my students sit on our classroom rug and listen to a new or familiar story. As I read a story or poem I am modeling what good readers do. I am demonstrating what I’m thinking, showing them how to figure out new words, helping them to ask questions and make predictions. I also show them how fluent readers sound, help them to make connections, and explain how to read different kinds of texts (fiction and non-fiction).

My students love shared reading because they get to listen to stories and talk about the text. Though group/partner discussions, students get to bond with their classmates and improve their reading comprehension. 

  

Independent Reading

"A longstanding, highly respected body of research definitively shows that students who read more, read better, and have higher reading achievement."

-Regie Routman

This makes sense; however, independent reading is most efficient when their reading practice is being monitored. 

Students that are independent reading need to be:

• Matched with books/other reading material that they can read and understand.
• Reading a text they enjoy.
• Practicing and trying out strategies. Monitored, assessed, and evaluated on the books they are reading
• Being taught strategies and how to apply them to problem solve and read independently.
• Setting and working on goals to further improve their reading comprehension.

At my school there has been a lot of debate as to whether or not Independent Reading is appropriate for Kindergarten. In the text, Routman discussed the value of independent reading in kindergarten and also explained what it looks like.

In a Kindergarten classroom, much of daily independent “reading” is really spent looking at books. Students gain confidence as readers by browsing, interacting with, and enjoying reading materials they choose to “look” at. Often, these are familiar books, poems, charts, and texts that have previously been read during shared reading or read-alouds or created during shared writing. (Routman 2003)

In Kindergarten, Independent reading should start at 10 minutes and increase to 20 minutes by the end of the year. Students use this time to become familiar with the way books work, concepts of print, and to develop a positive attitude about reading. While students are reading, teachers are walking around and observing students read, taking anecdotal notes, giving encouragement, and setting goals.

Organizing a Classroom Library

"Classroom Libraries are a literacy necessity; they are integral to successful teaching and learning and mustbecome a top priority if our students are to become thriving, engaged readers" -Regie Routman

When creating a classroom library, there are many things to consider. First, we need to have libraries that have hundreds of engaging reading materials for all of the students to read. Having favorite books, authors, genres, and series accessible for students is vital for encouraging good reading habits. Teacher also need to consider how their libraries look.  Does the library look inviting and beautiful? Can readers find books easily? Are there comfortable areas for students to sit or lay and read? Teachers also need to consider having the students help to create their reading space.Students that help care for their library (sorting, organizing, and returning books in the right places) begin to take pride in their library

Below you will find pictures of my classroom library from my very first year of teaching. 

I also added a video that I found on Reading Rockets that describes how to organize a classroom library! 

How to Organize a Classroom Library

The Optimal Learning Model

Routman encourages teachers to use The Optimal Learning Model when planning for all instruction. This model has four components which are integrated throughout each lesson:  demonstration, shared demonstration, guided practice, and independent practice.

Demonstration is when we show students how to do something by modeling or explaining. This is when we are reading to students and explicitly and intentionally showing them our thinking, strategies, fluency, and his/ her love for reading or the activity.

Shared Demonstration is when the teacher encourages students to participate in the activity. The teacher observes what the students can do and makes modifications, however, students are not expected to master the activity. Students work with partners, a small group, or whole class while the teacher provides feedback.

Guided Practice is when the students are now in charge of their learning and are expected to apply what they were taught. Making mistakes are normal.

Independent Practice is when the learner is able to be successful with little help. They are now able to use what they know and can problem solve on their own. If there is intervention, it is to move the student(s) to the next level. I noticed that I already use many aspects of this model in my instruction, especially when teaching Mathematics.  I plan to add the four components to my lesson plans.

Sharing Your Teaching Life

Throughout the entire chapter, the author was trying to help the reader (teachers) to examine their own reading life and how to make that life noticeable to their students.  She suggests asking students why they think they are expected to read so much in school.  She says she does this in all of her groups, and the answers are almost always the same.  They usually say, “It makes you smarter,” “you learn more words,” “you’ll do better the next grade,” “you can move onto harder books,” and “to learn more.”  Very few students speak about the fact that reading can be enjoyable and fun.  She strives to let her students know that she has to read; deep down she has to read.  She loves owning books and having a library and just everything about reading.  She is always reading more than one book at a time, and she knows what she is going to read next.  The author says that telling your students these things helps to allow students to see themselves as readers.  She tries to share her own good reading habits in the hope that it will inspire them.   

She also suggests:

• Talking about the importance of reading different genres
• Talking about your favorite authors and books
• Teaching your students to keep records of what they read. 

The author spoke on the power of students keeping their records of what they have read, and have the duty on the student, not the teacher or the parent.  This helps students to see what kinds of genres they have read and to help them to choose new books.  

I would like to try to bring in more books that I have read to show them that I am a reader outside of school, and not just reading what is in their curriculum.  I can do a better job of showing them the wide range of things that I read in order to find item for school and what I read for pleasure.  I would like to have my students begin keeping a record of their reading that I do not check- it could one that they have for their own personal records.

Recently, I started using Shelfari and Goodreads. Both online tools allow readers to keep track of books they are reading, books they have read, and books that they want to read. These books are them beautifully displayed on a bookshelf that the reader designs. Based on the reader's shelf, the website recommends books that they think the reader will love. These would be two neat tools to use with my students.By sharing my reading life, I am telling my students that reading is important to me and that I enjoy reading.  

Shelfari

Goodreads

Bonding With Your Students

The chapter talked about how it is our duty as teachers to bond with our students.  Some students do not always make it easy for us to “love” them, but we must do this in order to truly reach them and help them learn.  The following are a list of her definitions of bonding with students:

• Treat students and their families with respect
• Act kindly towards them
• Show that we care about them
• Listen to them
• Keep them safe
• Celebrate their efforts and accomplishments
• Know their interests and incorporate their interests into the curriculum
• Provide optimal learning conditions
• Make sure they succeed from the very first day
• Have faith in them as learners
• Value them as individuals

I also wholeheartedly agree with the following quote, “Unless we reach into our students’ hearts, we have no entry into our students’ minds.”  In addition, she says we must help our students to love coming to school and learning for their own intrinsic desire because they will not come just to learn without that.  She also says, “We cannot teach them well unless we connect with them and show them that we care about them.” 

The onus of bonding is on the teacher- it is the teacher’s duty to get students to like him or her, not vice versa.  Teachers can show bonding through facial expressions, body language, and voice.  Once she has   gotten students on her side, she can then truly begin to teach them to her fullest capability.

Like the author, I am always on the lookout for the quiet student, the withdrawn student, the one whose hand never goes up, and the disruptive child.  If I can help those students and bond with them, I know I stand a better chance of ensuring a more successful school year and hopefully I can positively impact their learning career. 

Here are some recommended phrases of encouragement and respect:

• You can do it
• You did it
• You knew it
• You figured it out
• You thought about it before you answered
• I can tell you are thinking- tell me how you knew that/figured it out
• You didn't give up- you kept trying

The author also suggests that students have a part in the deciding what goes on in the classroom. This includes rules, room arrangement, and bulletin boards.  We send students a message saying “This is MY classroom” when we make all the decisions, rather than giving the students a voice.

The teacher also suggests completing a reading review on all students to get to know them as readers.  Sometimes we make assumptions about readers.  It is important to find out about our students’ reading lives inside and outside of school. 

Here are some questions that she asks:

• Tell me about yourself as a readeR
• Do you have a favorite author?
• What was your last favorite book and why?
• What kinds of things do you like to read?
• How do you decide what to read?
• What kinds of reading materials would you like to have in our classroom library?
• Where do you like to read?
• Do you have a special place at home where you keep your books and reading materials?
• Are you a good reader?
• How would you like me to help you as a reader?

I love this quote as well- “If we want our students to be excited about learning, they need to have teachers who relish learning, who are passionate about reading and other interests, and who find the classroom an inspiring and thrilling place to be.”

Making Your Teaching Life Easier

For my professional reading, I chose the book Reading Essentials: The Specifics You Need to Teach Reading Well by Regie Routman. I love this book and would recommend it for every teacher (new and/or experienced). This book is really easy to read and Routman did a great job of giving ideas that could easily be adapted for my classroom. 

This chapter began with a discussion between the author and another teacher. When the author asked the teacher how her year was going, the other teacher replied, “I’m overwhelmed. I've got too much to cover and never enough time to do it.” I can relate to how this teacher feels. I constantly feel that I too am “juggling” and that I struggling to keep all the “balls” aloft. I am excited to read this book because I feel that I will gain strategies to make teaching easier and more enjoyable, as the author says in the text. 

The author is a former teacher of 30 years, and her official title is a visiting literacy teacher. Her goal is to consult with teachers and help them to reflect on their teaching practices. She believes that there isn't a perfect package- not one curriculum meets the needs of all students. Thus, she thinks that the teacher in the classroom and are the professionals. As the professionals who know the students best, it is their judgment that will drive the direction of the lessons. Only a professional that knows the students personally can find what motivates them and use it to plan for their instruction.

She believes what matters most is the following:

• Inspiring ongoing curiosity and a love of learning
• Acquiring the skills and tools to learn and go on learning
• Guaranteeing immediate and continued success
• Ensuring that learners become thinking, problem users of language
• Implementing challenging and relevant curriculum.
• Establishing and sustaining collaborative and caring communities

   She says that teachers tend to complicate their own teaching lives and that our goals should be to provide nurturing, exciting, and safe places for students.

Welcome

Welcome! My name is Rebecca (Agrast) Marcotte and I'm so excited to have my very own blog! On this blog I will be reflecting on my professional reading and teaching. Below you will find a link that will take you directly to my new website. This website is dedicated to my journey through my M. Ed in Reading! Enjoy!

Rebecca's Teaching Journey