Voices and Choices

As election day draws near we hear all about freedom of choice and letting our voices be heard. Each of us can decide for ourselves who to vote for based on our personal beliefs and preferences. We are encouraged to participate in the democratic process and to exercise our constitutional right.  While reading part four in Reading Essentials, I realized  this same principle applies to our classroom reading programs. As teachers. we know our students better than any publishing company or packaged program designed to increase test scores ever will. "Never before in our history has so much federal money been set aside for prescribed programs," states Routman (p. 186). School districts spend enormous amounts of money on packaged programs, computer based programs, textbooks and supplemental reading materials every year. But what does all this money really buy? Are ours students becoming better readers because of a particular program?

I know throughout the years I have seen many reading incentive programs come and go. Students are rewarded for achieving personal reading goals with pizzas and prizes.  School wide reading goals are celebrated with fanfare and media coverage. While Routman does not discourage using programs, she advises teachers to "use the program as a resource and beginning framework. See what works. You as the teacher need to become knowledgeable enough to pick and choose from a program, to adapt, and to change it."  Here is the golden nugget of teaching. We as teachers know that  our students are all different and have different needs. If a program is not working for our students then we must stop using it and find one that does. We must stand up to our administrators and district leaders and explain why the program is not successful and be able to offer better alternatives. Our own professional judgment is just as important as any "scientific" based evidence. We need to know which  research is relevant and which to ignore. We need to beware of miracle programs that come with a hefty price tag. And we must intervene on behalf of our students instead of remaining at the mercy of politicians and policy makers that give our students far less than they deserve.  Our voices and choices do matter. Go Vote!

Building on Best Practices

As I was reading chapter 4, section 11 of  Reading Essentials by Routman, I couldn't help but to think about how many band wagons we have jumped on and how it always points back to "best practices". Routman said "whenever I talk with teachers, in whatever part of the country, there is a sense of resignation and helplessness.  Teachers go along with programs 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.  Time for collaboration and reflection-- necessary for all good teaching and advocacy--is missing"(Routman, 186).  Wow that really hit the nail on the head.  Are we willing to stand up, even though we feel defeated and exhausted?   Routman said we should build on best practices to teach reading.  "There is no best program or perfect model of teaching reading"(Routman, 186).  Routman stressed that programs should be resources.  We as teachers are to pick and choose what works best for our own classroom. 

Module 5!!! "Just Right " Books

After reading Chapter 6 in the book Reading Essentials by Regie Routman, I was excited to see that there were some pretty good guidelines for children choosing "just right" books. It bothers me so much when they get so "hung up" on their level and only think they can choose that level of  a book to read. I don't want my students getting bored and don't want my parents questioning me so much about reading levels. I love for them to choose easier books a lot of times to practice fluency.

     " When I ask students about "just right" books , it is rare for them to talk about interest and understanding." (R94) Routman says that through a shared writing you can develop criteria for choosing "just right" books. "Once you have excellent guidelines, glue a copy to the inside of students' reading records!!! (95) This is a wonderful idea and seemed to help my students this week as well.) 

The criteria Routman suggested was that the book should be something that the children like. I totally agree. That is why I give my students' a choice. The next thing she says is for the student to be able to read most of it, and last but not least, the student should be able to understand it. 

     Routman tells us to congratulate the student who admits that a book is too hard and suggests that the teacher should assist him/her in choosing an appropriate one!! :) We should always let the student know that just because the book isn't "just right" this month that it will be "just right" soon. 

     She has wonderful thoughts on the process of choosing  "just right" books and I enjoyed this chapter so much. I feel as if it is going to be very helpful for me and my little children.

Blog #4 Teaching Comprehension

In chapter 8, Reading Essential, the author stressed the importance of teaching comprehension right from the start.  For example, she discussed how in the earlier grades, teachers focus on automaticity, word calling, and fluency.  By do this, students are more focused on trying to pronounce words when reading text rather than thinking about comprehending the text.  Also, she explained how as teachers we assess student’s comprehension skills.  However, we fail to   teach them how to think critically when they read.  The author stated, “Most students can give us the rudimentary facts but rarely an analysis of what they’ve read.  We are turning out lots of superficial readers.  They look and sound competent.  They read smoothly and can retell what they’ve read with some detail, but they are unable to go further-to discuss why characters behave as they do, to give a concise summary, to discuss the theme or big ideas, to talk about the author’s purpose.”

                Routman explained the importance of teachers teaching skills and strategies to help students with their comprehension.  She provided a list of strategies that proficient readers use when they are reading.  For example, proficient readers, make connections, monitor your reading for meaning, determine what’s most important, visualize, ask questions, visualize, make inferences, and synthesize. 

                The author stressed the importance of being careful about how we teach comprehension.  She talked about how teachers read books to learn strategies for teaching reading.  Often times, teachers take strategies they learn too far. Therefore, students are exposed to many strategies, but they are not sure as to how to apply them.  She stated, “So much emphasis on comprehension strategies can actually make reading harder.” 

                Routman expressed how teachers should balance explicit instruction with time allotted for application.  She stated, “We need to be careful, too, about the amount of time we’re devoting to strategy instruction the act of reading still needs to predominate.  Many students are held back by too much explicit instruction and too little guided practice.  Keep in mind a 20-percent to 80-percent rule.”

                At the end of the chapter, Routman provided strategies teacher can use for teaching comprehension.  For example, teach rereading s the single most useful strategy, use writing to help recall key points, teach students to survey text before they begin to read, teach self-monitoring as crucial to understand, and many more.

 

 

 

 

 

 

Teach Comprehension

In chapter 8, Reading Essential, the author stressed the importance of teaching comprehension right from the start.  For example, she discussed how in the earlier grades, teachers focus on automaticity, word calling, and fluency.  By do this, students are more focused on trying to pronounce words when reading text rather than thinking about comprehending the text.  Also, she explained how as teachers we assess student’s comprehension skills.  However, we fail to   teach them how to think critically when they read.  The author stated, “Most students can give us the rudimentary facts but rarely an analysis of what they’ve read.  We are turning out lots of superficial readers.  They look and sound competent.  They read smoothly and can retell what they’ve read with some detail, but they are unable to go further-to discuss why characters behave as they do, to give a concise summary, to discuss the theme or big ideas, to talk about the author’s purpose.”

                Routman explained the importance of teachers teaching skills and strategies to help students with their comprehension.  She provided a list of strategies that proficient readers use when they are reading.  For example, proficient readers, make connections, monitor your reading for meaning, determine what’s most important, visualize, ask questions, visualize, make inferences, and synthesize. 

                The author stressed the importance of being careful about how we teach comprehension.  She talked about how teachers read books to learn strategies for teaching reading.  Often times, teachers take strategies they learn too far. Therefore, students are exposed to many strategies, but they are not sure as to how to apply them.  She stated, “So much emphasis on comprehension strategies can actually make reading harder.” 

                Routman expressed how teachers should balance explicit instruction with time allotted for application.  She stated, “We need to be careful, too, about the amount of time we’re devoting to strategy instruction the act of reading still needs to predominate.  Many students are held back by too much explicit instruction and too little guided practice.  Keep in mind a 20-percent to 80-percent rule.”

                At the end of the chapter, Routman provided strategies teacher can use for teaching comprehension.  For example, teach rereading s the single most useful strategy, use writing to help recall key points, teach students to survey text before they begin to read, teach self-monitoring as crucial to understand, and many more.

Purpose, Authentic, Choice, Explicit Instruction = Successful IR

In this section of No More Independent Reading Without Support, making the most of independent reading was discussed. The authors suggest doing four things: giving IR a purpose, make sure it is authentic, let students have a choice, and give students explicit instructions.

So why should we do this? There are many reasons. The book states, "When teachers are explicit and children have a clear purpose for their reading work each day, it engages and motivates them to want to read and work hard." I have seen this first hand in my classroom. If I just tell students to read, then what I get is students looking around the room at everything but their book! I have tried lately asking students what we are learning when they are reading, or relating what we are working on in class to their IR time. They have LOVED finding and analyzing figurative language in their own book choices this week.

Authenticity is also something that we have lost in education. We have become so focused on standardize test, that we often forget to tell children why what they are doing in class is important. This can by changed asking your students simple questions, discussing with them their reading, and even comparing books they have read to current situations in the world.

Third, we need to have student choice when it comes to IR, but more importantly we need to teach children how to make the correct choice. I have found that several instances in my classroom of students not reading during their reading time is because they have chosen books entirely too hard for them. The textbook states, teachers need to give children many opportunities to get to know themselves as readers and explicitly show them how to make wise decisions." By giving them choice, but also showing them how to make the correct choices, we are benefiting them greatly.

The last part of "PACE," is explicit instruction. We have to show our students how to make meaning of their text. This can be done in many ways through conferencing, discussions, writings, and so much more. We cannot just let our students read without support (the whole basis of this text) because we are setting them up for failure if we do so. By giving students instruction, and supporting them through their readings, we can catch early on if they are not comprehending a text and make the changes needed for their IR time to be more successful.

Don't Forsake Independent Reading

    Teachers have to make it a priority to ensure students have time for independent reading.  There are a number of things that can hinder teachers for allotting time for reading independently.  Therefore, teachers must make a conscience effort to make sure independent reading is taking place in the classroom.  Students can benefit greatly in their reading skills, especially struggling readers.  .  If teachers are truly aware of the value of setting time  for reading, they will never forsake this time for their students.  According to Routman, Reading Essentials, teachers should consider allocating at least fifteen to thirty minutes a day for independent reading.  
     Research has proven that struggling readers improve their reading skills by reading.  According to Routman, a longstanding, highly respected body of research definitively shows that students who read more, read better, and have higher reading achievement.  For this reason, teachers independent reading is vital in the classroom. 
     Teachers are often pressed for time due to the demands of teaching.  Therefore, the first thing that gets put on the back burner is independent reading.  This happens because most teachers feel that students are reading in other subjects.  Therefore, it's okay to take the independent reading time to complete other assignments.  This is unfair to all students, especially struggling readers.