The Essential Reading Day is Routman's chapter 2 of Reading Essentials. I was anxious about reading this chapter b/c chat.1 had referred to several things that was discussed in this section.
In section4, chpt 2, Routman said "we need to get down to the essence of what we believe and what we do to ensure our students become excellent readers who choose to read (pg.42). She talked about knowing your students as readers and moving them forward. I feel this is a weakness of mine and it's something I've struggled with each year. I like the guided reading framework (pg. 170-171) she provided in another section but referred to in this section and feel like that is something I can use. I found it ironic that Routman says "whole class reading is now routinely frowned upon, but it's the approach to it that can make it productive"(pg. 52). I was glad to hear that. Sometimes I feel like whole group teaching of a story is a BIG no,no.
In section 5, chpt 2, Routman discusses classroom libraries. I love my classroom library and that is one of the few things I have always been blessed to have. " It is disheartening to see classroom libraries in which most of the books are leveled" (Routman, 69). Wow, that is powerful. That's another push these days, leveled reading. In my class we don't do leveled reading in our bookshelves, we do CHOICE of "just rights". I couldn't have been happier to have read that statement. I like her statement " it really doesn't matter much what kids read as long as I hey read and enjoy what they're reading ( Routman, 65).
In section 6, chpt 2, the basic take away for me was that independent reading with just rights books of their choice is essential. Gosh, that backs up my classroom! I could relate to a lot in this section and I finally feel like something I'm doing "is right". (Referring to my last blog).
In section 7, chpt 2, assessment....assessment....assessment...is that all we do? Routman discusses using informal reading conferences(pg.104-105) and making it very relaxed and not something dreaded for the students. I like the form she's provided an example of on pg 109 and I plan to use it with my students. Once again this is a weak area for me, conferencing during their independent reading. I'm often too busy doing running records, groups, individual readings, etc. I've got to make this one of my essentials. AIGH! How do I fit it all in?
(I apologize for any errors, had to peck on my iPad b/c my laptop has been updating for 2hrs)
Hi Rachel,
ReplyDeleteI appreciate your thoughtful responses so very much! Your blog post shows what you are transacting with in each chapter of Routman's books and how it connects with your own practice. You shared how you want to try out Routman's model for guided reading and I agree with Routman it isn't that whole group reading is ineffective, it's how you do it. Her optimal teaching model where we use scaffolded structures like shared reading in a mini-lesson and guided reading in small groups to really support our students ability to read independently and to provide them with that choice and time daily to read. I loved reading how your classroom library is structured to provide students with choice and how you are not limiting them by requiring reading within only a certain level. I know it is a lot of suggestions and possibilities and the art of teaching is figuring out what to use with which students, when. Thank you Rachel!