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.