Section Two of Routmans book is titled The Essential Reading Day. It encompasses chapters 4-7. In the section, she looks at the implementation of the elements of The Essential Reading Life described in Section One, and reminds us that we need to keep our expectations high. Chapter 4's focus is to "Teach with a sense of urgency" to make "every moment in the classroom count" (40). Routeman encourages teachers to "support students in becoming more self-sustaining, thoughtful, independent readers and writers" (42). I found this sentence moving, as it succinctly conveys the purposes and priorities for dedicated teachers. Each of those descriptors (self-sustaining, thoughtful, and independent) is important, and calls for careful planning to move students from dependence to independence.
Routman lists "Top 5 Things I Do To Ensure Students becoming Excellent Readers" (43), including items from the first (Reading Essentials) section on demonstrating and modeling as a reader, providing quality resources and student choices, explicit instruction and evaluation. She describes 4 "phases of learning-demonstration, shared demonstration, guided practice, and Independent practice" (44). These 4 phases are the basis for moving students from dependence to independence, which is what I have claimed as my goal for years. This aligns well with high expectations, as student's scaffolded successes build, and build confidence, which builds increased skills, engagement, and effort. I have referenced Routeman's explanation of these phases in planning with educators this week, as I worked with an elementary teacher, and in a discussion with a middle level teacher. Scaffolding students' skills and understandings requires that the teacher know students' abilities and can effectively engage individuals in order to model skills and practices, provide a well planned shared demonstration and guided practice, to lead to independent practice, and finally to mastery.
Routman writes "Students do best when the skills they need are explicitly taught in meaningful contexts" (50). She describes the use and effectiveness of explicit instruction, voluminous quality resources, and reading routines. She advises teachers to "make assessment and evaluation a daily routine", and use informal conferencing (100-101). The author provides a list of "Child-Friendly Reading Goals" (106). In working with my student with whom I am "kid watching", I want to present some of these goals in the form of mini-lessons, with "personal anchor charts" for the his journal. I want to confer about his reading and guide him to identify his goal and strategies, so that they are both meaningful and purposeful for him. I am enjoying Routman's work, as she seeks to inspire both students and teachers.
Routman writes "Students do best when the skills they need are explicitly taught in meaningful contexts" (50). She describes the use and effectiveness of explicit instruction, voluminous quality resources, and reading routines. She advises teachers to "make assessment and evaluation a daily routine", and use informal conferencing (100-101). The author provides a list of "Child-Friendly Reading Goals" (106). In working with my student with whom I am "kid watching", I want to present some of these goals in the form of mini-lessons, with "personal anchor charts" for the his journal. I want to confer about his reading and guide him to identify his goal and strategies, so that they are both meaningful and purposeful for him. I am enjoying Routman's work, as she seeks to inspire both students and teachers.
Hi Lisa,
ReplyDeleteI agree with you that this chapter was full of beneficial strategies and structures to help us meaningfully impact our readers and writers. You shared how her suggestions such as teaching with a sense of urgency and her optimal teaching model to help scaffold learners is helping you with your kidwatching and with your application. Thanks! Dawn Mitchell