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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.