Stacie Stewart September blog: Pleasure principle

Nancy Atwell's article really resonated with me.  One of the things I pride myself on is being able to match a student with a book that will fit his or her interests.  The fourth grade novel sets are very heavy on "boy friendly" novels.  Boys do not seem to enjoy reading a book as much when the main character is a girl.  They love western themes and adventure.  Girls don't seem to mind reading about the opposite gender as much as boys do, so they also like the books.

Individually, you have to know a lot about a student to know if they would enjoy the intriguing but short Encyclopedia Brown books or the thought-provoking but hilarious Best Christmas Pageant Ever.  Finding out what brings students pleasure is really getting to know them, and that takes time.  Even non-fiction topics  tend to follow a pattern with individual students, although they are not always divided along gender lines as much. 

Interest, pleasure, and comprehension seem to go hand in hand, as we see on STAR tests as well as with novel assessments.  In our fourth grade reading program, we require students to read a variety of genres, and teach them that the way you approach reading each type can vary.  With more success, students may even get more pleasure out of a genre they have not enjoyed previously.

Sara Malone - Sept. Blog Post #2 - The Habit of Kidwatching

The concept of Kidwatching may have a proper title, however, if you are a teacher and you want to know how to better serve your students, then chances are, you’re already doing it! Carolyn Burke clarified and extended the idea by describing Kidwatching as, learning to see what’s there and using that information to make a better classroom. And having a “better classroom” is a goal we all want and desire.

            Kidwatching can be such a valuable tool to teachers who are ready to take a step away from such routine and trivial assessments that may not always be an accurate reflection of student progress. I appreciate how the author notes that, “Your own insightful comments are so much more valid than simply recording scores and letter grades and will assist you in making more meaningful evaluations, in creating instructional invitations, and in reporting progress.” Kidwatching provides the teacher with examples of authentic learning. You are pausing to see and glean from the student, genuine and true learning. You are seeing their methods, their techniques and even their frustrations. All of these are portals into what’s going on in their brains. Getting to know a student in as many contexts as possible – that’s so key!

            Kidwatching is also giving a voice to those who may be silent. How many times do we assess a student and we are confused or lost about their results? We wished we knew how those results came to be. Giving a voice to the learner is allowing them to put in their own words, what is possibly a concern, a frustration or maybe even a goal. It’s allowing them to have some ownership and a piece of the action.

            I specifically liked how it’s also allowing them to have a literal “voice” in the process. I love the idea of tape recording students reading. What a perfect way to allow that student to have immediate reflection about their ability and how to strengthen it in a specific way!

Sara Malone - August Blog Post #1 - The Pleasure Principle

When I finished reading “The Pleasure Principle” by Nancie Atwell, I immediately had to highlight the last sentence of the article, “…The ultimate delivery system for impelled reading is a deliberate environment that invites, nurtures, and sustains immersion in stories and characters, that says every day of every school year, Welcome to the zone.” The three key verbs used here are: invites, nurtures, and sustains. These three terms are exactly what I hope to apply with my students throughout the year with pleasure reading.

The invitation should be anticipatory! Just like when a child receives a birthday invitation in the mailbox, they are excited! They are looking forward to it with happiness and hope! There is excitement and an attractiveness about the event. Shouldn’t it be the same with a book? I can remember having to read several science fiction selections in middle school and I was filled with absolute dread over having to slough through them. I hated reading science fiction. I still hate reading science fiction. Nothing about these books appealed to me or filled me with excitement. We have to stretch our classroom libraries to include gazillions of different genres that can be explored. We should desire for our students to say, “These are my favorite authors, genres, books, and characters this year, and this is why.”

Are we nurturing our students with the appropriate ways to read and enjoy reading? As a mother, I’ve had the opportunity to physically nurture three children. Mothers tend to hang on to our pediatrician’s every word about how to feed, swaddle, and console a newborn or toddler. We convince ourselves that the way we are taught and the way we apply it with our children, is the obvious and scientifically-proven American gold standard way. But is it? What about nurturing in the deserts of Africa? What about nurturing in the Siberian terrain? Are we able to take liberties with how we nurture reading within our own classrooms? Yes and we should! If we can eliminate frustration with growing readers, we must find what works and stray from the formulas.

Are we able to sustain our students with the elements to enjoy reading for a continuous amount of time? I appreciate how the author asked her students what they needed to be happily alone with a book: encouragement and advice from the teacher, time to read at school, trillions of great books, comfortable environments to read, solitude to read, booktalks with the teacher. This is such an easy and attainable checklist for me and others to have as classroom teachers. We can provide this for our students. 

Today, more than ever, we are competing with technology for our students. We don’t want to have to fight a battle over what can give them independent joy and satisfaction. Invite them, nurture them, and sustain them. The pleasure will come!

Annie Cherry's September Blog Post 2: The Pleasure Principle, Nancy Atwell (Instructor, Jan/ Feb. 2007)

The critical question that I immediately was drawn to in this article was "Why does so much of what goes on in the name of teaching reading prevent kids from experiencing the satisfaction of books?"  

Isn't the goal of teaching children to read that we create lifelong critical readers?  If we take every ounce of joy out of reading, we have no hope of creating true readers.  In order to inspire a love of reading, we have to allow children freedom in choosing their own texts.  We need to learn to let go of what traditional reading instruction has always looked like in our classrooms.  If a child can read a book and talk to you about what they have read, then they comprehend it!  It's simple!  I agree with Atwell that the idea of feeling like we need to offer rewards for reading is unnecessary.  Reading itself is. and should be, the reward if we allow them to choose a book that they enjoy. 

Our constant need to test students on reading is not a way to encourage lifelong readers either! The need to assess a student on every aspect of a book is antiquated.  We need to reevaluate the way that we assess how well a student is reading and comprehending.  While I understand that we need assessments, I don't think that a required AR test on each book is necessary,  nor is it necessary to have a child write about each book that they read.  Creating an approach where a teacher can conference with each child on their reading provides an opportunity for authentic, individualized assessments.  We can easily and quickly know if a child is grasping what they are reading or if we need to guide them towards a different "level" of text.

As a mother of a child approaching elementary school age, I certainly hope that we learn that we must adapt quickly or we are not going to develop true lifelong readers. As an educator, I am working on providing more opportunities for reading, just for reading's sake.  I am not requiring AR tests simply because a child has chosen an AR book.  I am not asking the children to write about everything that we read.  I am simply trying to find times to conference with the children about their choice of book to assess if they are comprehending what they are reading and what strategies we need to work on so that they can improve their comprehension.  I feel like I am making progress, but, throughout this course, I am certain that I will continue to see areas that require improvement.

Annie Cherry's August Blog Post 1:  How Reading Changed My Life, Anna Quindlen (Ballentine Books, 1998)

"In books I have traveled, not only to other worlds, but into my own."  Books allow us to see other worlds, but also to see a reflection of ourselves in the characters who inhabit them.  For this reason, I have found myself to be a bookworm from the moment I was first read to as a child!  From listening intently to my second grade teacher read aloud Tales of a Fourth Grade Nothing by Judy Blume, to reading The Great Gatsby in high school to ultimately choosing English as my major in college, reading has touched the entire span of my life.  I think of myself as a proud member of the "clan of the book".  I always have one book in progress, and many times more than one.  Given the opportunity, I can read an entire day away.  Reading is one of the most pure escapes that exists. You can imagine your own existence inside a world that is entirely different from any that you have ever known.  It is my greatest hope to inspire that love of books in the students that I teach.  

However, I fear that we may not be inspiring many when we tell them what books should interest them.  Just like any love of the arts, be it music, literature, dance, we find that love in what inspires each of us as individuals.  While you may find beauty in Bach or Beethoven, another may find it in the Beatles or The Rolling Stones, but that does that make either of you less of a music lover?  Of course it doesn't.  We need to allow students to find what type of book speaks to them. Students need the freedom to choose books that they WANT to read, not be forced to read books that do not interest them. If students can interpret meaning from a book, identify the character's motives, find imagery and symbolism, does it matter if that is from a historical novel, a sports biography or a work of fiction?  

Unless we start allowing some free choice in what student's read, I am afraid the "clan of the book" is going to begin diminishing in size. In my classroom, I am working very hard to allow children the ability to choose their own texts that interest them.  I have created a classroom library that the children can go to during center time each day.  There are a variety of text levels in this library, fiction,  non-fiction and a wide range of subjects.  I also provide the children to choose their own texts during their independent reading group time each day.  While I do limit the texts somewhat so that they can be managed at one table, I still provide texts for a variety of levels and interests.  It is my great hope that as they continue to have this free choice over their texts that they will be inspired to love books as much as my elementary teachers inspired me.  Hopefully we can recruit a few new members to the "clan of the book"!

Elise Gregory's September Blog #2-"The Pleasure Principle" by Nancie Atwell
I love to read!!  I have a good book in my hand or on my bedside table all the time!  I cannot imagine not being able to escape into a good book and become one with the book.  I really agreed with Ms. Atwell's student Jed, who coined the phrase"reading in the zone", because that is just what I do.  I do agree that my role as a reading teacher is to promote a love of reading and to encourage each child to fine that "love".  I do see how the reading workshop enables children to read without the stress of producing answers, writings, and vocabulary lists, but encourages them to read for the pure enjoyment of reading. There is no other way to "grow readers" than to have children practice and love the art of reading.  My only concern is that as educators, we are responsible for giving grades.  I know, however, that this is a problem that can be solved and still allow students the freedom of reading workshop.

Jordan Varn: September Blog: The Pleasure Principle

When you think of reading, pleasure may or may not come to mind. Perhaps, you think of the beach with a torn book in hand and the soft waves crashing in the background. Maybe you visualize a comfortable bed and a dim light shining on the pages of your book as words become alive. Regardless, most teachers find reading to be something of pleasure. However, do students feel this way? After reading "The Pleasure Principle", it is confirmed that YES! Children CAN love reading...even the struggling students! When teaching third grade, I had my classroom set up that modeled the approach in the article. Students would begin the reading workshop with a mini-lesson. Students would then immediately practice this strategy or concept from their own text.Sometimes, to assess the students they would respond using sticky-notes. When you would walk in, you would find my students everyone in my classroom. Some students sitting at their desk. Some students sitting on the carpet with comfortable pillows. Some students sitting in fun chairs around the room. If the students weren't reading independently, they would be exploring the school library to find the next "just right" book to dive into. Some students would be meeting with me as we worked on a skill that they were struggling in or perhaps, I was meeting with a student one-on-one for a reading conference. They would tell me about their book. The students LOVED to talk about their reading. This is so crucial for reading. According to the article, volume and enthusiasm are the KEYS to "real reading". I totally agree with Nancie Atwell about the rewards. Students need to become enthusiastic about their reading in order to grow as readers. They need to long to turn the pages of their book and become totally lost in the "reading zone". As I have began working in a 5th grade classroom, I have felt many different issues arise. I have asked myself over and over again this year so many questions as I struggle with meeting the needs of my reading students with my philosophy. I ask myself, "How do I implement reading in only 50 minutes?" "How do I grow my library to better meet the needs of my readers since most of my literature is on a third grade reading level?" How do I make my classroom more inviting with twenty-five bodies and large desks in the way?" "How do I monitor their independent reading when they are not with me because they are reading in homeroom?" This year has been an adjustment. I am still looking for the best way to implement this approach and to inspire students to love reading. I agree that the reading workshop approach is very beneficial for all students.  However, how do I make it work in my new teaching position? After reading this article, it gave me hope because of the age of the students in the author's classroom.  I know there is a way. Give them time to read! As simple as it seems, making the time is the teacher's struggle.

Kristin Humphries September Blog Post 2: The Pleasure Principle

          As I read The Pleasure Principle, I immediately connected with Atwell’s words, “being in the zone.” When I dive into a good book, everything else seems to fade away. It can take me to a different place, era, or even to solve a mystery. It took me until I became an adult to enjoy reading. I wonder sometimes that maybe if I had been given the opportunity of choice and time to read, maybe I would have enjoyed reading more as a child. I believe that giving my students this opportunity may help them discover the enjoyment of reading as child instead of as an adult as I did.

This article left me with this question, what is going to help my students become engaged readers? I want them to enjoy talking about the books that they read. I want to hear students recommending books to one another. I really liked that comment that Atwell made about “a quiet room with a good book isn’t a flashy, or marketable, teaching method. It just happens to be the only way anyone ever grew up to become a good reader” (Atwell, 2007, pg. 45). Teaching students to read can be as easy as allowing them time to read. I plan to use Atwell’s advice to integrate into my instruction of reading.

Kristin Humphries August Blog Post 1: The Habit of Kidwatching

           Tim O’Keefe presents a clear understanding of Kidwatching. It is very helpful to keep records on your students. These records help me to instruct each student. In my experience, students are very enthusiastic for the opportunity to read their books to me. They want to share their books and why they like that particular book so much. As a collect information about my students, I am able to learn many things about them. They like to share stories about their experiences, their interests, or maybe just to tell me something funny that happened to them. I enjoy the chance to have these conversations with them.

 I liked O’Keefe’s example that he uses for coaching. He tapes the students reading. I am interested in trying this in my class. I feel that this would benefit some of my students who struggle with fluency. This may help these students with voice and can help them set goals for themselves. 

India Rowe's September Blog Post: The Pleasure Principle

            Nancie Atwell describes a reading environment that promotes the love of reading based on student interest and individual choice in The Pleasure Principle.  In many classrooms, reading instruction is transitioning from the traditional reading model that focused on one story a week in the basal to a more student-driven model that is filled with a variety of texts.  I wish I could have experienced this type of reading instruction when I was in school!  Atwell’s article reminds me of Donalyn Miller’s book, The Book Whisperer:  Awakening the Inner Reader in Every Child.  Like Atwell, Miller discusses the importance of teachers releasing control of our reading instruction and giving students more ownership over their reading choices.  I agree with Atwell that there can be some hesitancy found among teachers and parents about this reading model.  Teachers are still responsible for giving students a reading grade and may find it more difficult to assess students in reading through the workshop model.  However, this type of reading instruction allows teachers to give more authentic assessments based on what students are reading.  Also, parents are reluctant to embrace reader’s workshop at the beginning of the school year because they do not have access to a weekly reading selection that they can study and read every night with their child.  Nevertheless, I have had numerous conversations with parents later in the year about the meaningful reading conversations that their child has started at home or how reading was always a chore at home, but now the child loves to read.  Atwell says that through the reading workshop model students “carve out identities for themselves as readers” (Atwell, 2007, p. 46).   My purpose as a reading teacher is not only to help my students develop their reading skills, but to help them develop a lifelong love of reading that continues outside the walls of my classroom.

Lori Crumpton's September Blog Post 2:The Pleasure Principle

   I enjoyed Nancy Atwell’s article, The Pleasure Principle. I smiled when she talked about being in the zone when reading.  My family laughs at me, when I have a good book.  I dive right in, soak up every word and do not want to be disturbed! Bravo on independent reading! How great for kids to have a good solid thirty minutes to soak up a great book with awesome characters. Reading for pleasure without the paper work is stress free reading for children. I agree with Nancy Atwell and understand the importance. The gifted children I teach often have very different taste in books, some times more mature then their classmates. They need to have options in books. Their insight is often more mature. 

   I also loved the Readers Bill of Rights I thought this was wonderful! If only all teachers could see the importance of reading workshops. The students gain so much understanding of reading and tips on how to enjoy it even more.

Lori Crumpton's August Blog Post 1:The Habit of Kidwatching

Timothy O’Keefe ‘s article The Habit of Kidwatching  discusses directly observing kids.  It allows teachers to evaluate the learning process. What are students paying attention to in class? What are their levels of participation?  What are students zoning out about during their work? Kidwatching is a way to get answers on students learning and processing at any level.  It offers the opportunity for teachers to better understand attitudes and behaviors in their students.

     The article gives suggestions on Coaching.  Taking notes and then chatting with the students shows them your interest in them and gives you a better understanding of them as readers. You learn their strengths and weaknesses, but more importantly you spend quality one on one time with them, which speaks volumes to your students about  your commitment to them and growing great readers.

India Rowe: August Post One: The Habit of Kidwatching

            Timothy O’Keefe provides insightful information about kidwatching and its application in the classroom.  He emphasizes the importance of quality over quantity when it comes to collecting data on our students.  The culture of education has become so focused on data-driven information that I believe it is sometimes easy to collect data on a student and fail to reflect on how to use the data meaningfully to help guide the student’s progress.  The data can become more important than the student.  I love the practice of kidwatching because it gives me the opportunity to be more aware of my students’ reading interests and habits.  In conferences with parents, I can give a more accurate description of their child’s reading interests and progress towards reading goals.   O’Keefe uses the term “coaching” to refer to the instruction he gives to individual students during conferences.  During my “coaching” sessions with students, I can help hesitant readers explore a genre of literature they are unfamiliar with reading or guide students to read books that are more appropriate to their reading levels.  I can also make a student aware of their off-task reading behaviors and help them to become a more engaged reader.  One strategy that I want to try that is mentioned in the article is using observational notes for writers’ workshop.  I have never attempted kidwatching during writing, but I believe it will be helpful to notice students’ writing habits, interests, and areas of improvement.  Collecting this data will give me ideas for writing mini-lessons and help me to keep more accurate notes on how my students are progressing in specific writing skills.  O’Keefe makes a wonderful point when he explains that a letter grade or a percentage correct on a reading test does not define a student as a reader or give the teacher useful information on how to better instruct the student.  O’Keefe states, “ Sitting with a child and watching and listening carefully may be the best thing we can do to get to know our students as readers (O’Keefe, 1997, p. 2).  I plan to continue the practice of kidwatching in my classroom, but I want to collect more meaningful information to know my students better as readers and writers.

Jordan Varn: August Post Two: Children's Success as Readers and Writers: It's the Teacher's Belief that Makes the Difference

As a child, I often placed much of my self-confidence as  a student in the hands of my teacher. I looked to each one of them to see if I was a "strong" or "weak" student. Several students still today have the same attitude. They look at grades and listen to teacher comments that begin to fill their minds and develop their learning attitudes. Starting in fifth grade this year has been quite the adventure. Students are much more independent and have developed "learning attitudes". Many students either think "I can't do that so I am not going to try," or "I am so smart so I know I did it right." These are new struggles that I am dealing with that were not as developed when teaching third grade. Third grade is the year students really begin "reading to learn". According to article, which was written in 1991, the development center allowed the child "new challenges to communicate and take risks". So in my new position, I have to ask myself "How can I challenge my students to use their learned skills and encourage them to take risks with their developed learning attitude?"
      I decided to give students more choice. At the 5th grade level, students long for more choice. Students are now working in literacy groups that are fluid and can change through out the year. They are grouped based on lexile ranges and STAR data. However, through guided reading, conferencing, and observations, the groups can change. Students are also engaged in writing and language activities. While students are currently learning how to use literacy groups, they are still in fixed groups. However, once they show they have developed the independence and work ethic to work and stay on task, more choice will be allotted.  I also hope to implement a research based group using ItsLearning. This will also allow more choice for students to research and create using technology. Finally,  another part that is crucial for students to learn  in order to take risks, it to be brave enough to share their thoughts and beliefs in safe environment. They should should feel accepted when sharing their reading and writing. One way I have already began giving students the opportunity to share is using a padlet for students. Students respond to their reading and share with their peers. As the year progresses, I hope to give students to opportunity share with their peers in a face-to-face setting.
         Creating an environment that promotes communication in different capacities and risk taking is what students need in order to grow as readers and writers. This year will allow me many opportunities with these students.

Jordan Varn: August Post One: The Habit of Kidwatching

  Many teachers feel the urgent need to check off things in their lesson plans. They want to follow their set plan with no room for "real teaching moments". However, in my experience, it's been through kidwatching during independent reading that I have discovered "real readers" and "fake readers". Through the use of conferencing and taking running records, I can make a true impact in a students independent reading. For the past three years, I have been trying to discover the best methodology for my observations and my anecdotal note taking. Many times have tried to "recreate the wheel" and lost valuable teaching and impacting time with my students because I have wanted to use the "best tool". However, the point isn't in my tools. The point is in the observation. The article stressed the importance of making kidwatching a true habit. As a reading teacher, in a new grade level this year, it is more important than ever that I take the time to observe, listen, and conference with my students and give them time to read independently with their choice of text. Kidwatching is the best way to understand these students as readers.This year, I am going to try to become better at consistently watching and note-taking about my struggling readers. Instead of using a teacher made passage, I want to use the student's choice of text. This gives the better picture of how they see themselves as a reader as well as what they think reading really means as well.  I am stressing the importance of an "independent reading log". The students are already  learning how I am measuring their independence in reading. Many students want to record every book they are reading. However, I am not looking for every book they have read this year. I am looking to see what they are reading when they are independently reading. Their reading log shows if they choose books that are above their development level. It shows if they read too much or too little. It shows if they are reading a wide variety of genres to become a more balanced and well rounded reader. It also so if they abandon books. This tool is a great starting point when conferencing with my students. I am eager to implement more independent reading in my reading block. Dr. Seuss said, "The more you read, the more you know." This is true for kidwatching. The more you observe your students as readers, the better you get to know them as readers.

Elise Gregory's August Blog Post 1:The Habit of Kidwatching

“The Habit of Kidwatching” by Timothy O’Keefe is an informational article that clarified for me what kidwatching is all about.  The author talks about his former copious efforts at anecdotal note-taking in which he had disjointed files on every child, and that amassing this huge amount of data did not take him in the direction of really getting to know each child’s learning processes.  He has since engaged in “kidwatching” as clarified by Carolyn Burke.  This article not only defines kidatching but also suggests simple and fundamental ways to effective anecdotal note-taking.  O’Keefe then goes on to describe coaching as the most significant teaching and evaluation tool.  I do see how I can implement anecdotal note-taking through kidwatching in my classroom.

Kaylee Foster's September Blog Post 2- "The Pleasure Principle"

Nancy Atwell voiced great words in the article “The Pleasure Principle”. The visual that I had for reading workshop has been completely altered after reading this article. Often I feel as if teachers are pushed to their limits with everything that has to get done that letting children read what they want gets pushed to the back burner. This is no excuse at all! It is the teacher’s job and should be their calling to provide students with ample opportunities to let children dive into a book that they love. I love the quote “when teachers embrace our role as literate grown-ups who help children seek and find delight and enlargement of life in books, they have a good chance of growing into adults who enjoy and love reading.” When we provide this for our students we are setting them up for success.

Reading workshop shouldn’t be something as complicated as we are making it. An effective reading workshop will begin with a mini lesson on a specific skill and follow up with giving students the chance to take charge in what they want to read and complete silence. This time should welcome every child into getting lost in their “reading zone”. Atwell states that “the reading zone is the place where readers go when they leave our classroom behind and live vicariously in their books.”

It is crucial that teachers express certain “secrets” in regards to reading workshop to their students from day one. The students need to know that it is okay to “skim, skip, and look ahead” during reading workshop. The student should have complete choice in what they read. I strongly believe that once an effective reading workshop is put into place a love for reading will grow among the students. I also feel that it is important to remember that this isn’t something that is going to happen overnight but in time we will see significant changes. For example, students will read for intrinsic rewards as opposed to extrinsic rewards. They will no longer need those materialistic prizes to feel motivated to read and once this occurs the feeling will be priceless.

Laura Brown's September Blog Post: The Pleasure Principle

          Nancie Atwell's "The Pleasure Principle" made me think about people my age that I know don't read all that much. It makes me think about how their experiences were in school growing up. Were they allowed to choose what they read? Or were they, like me, usually told what to read because it was part of the curriculum that was being taught that particular year? This article makes me think back to my 8th grade year, especially. We were required to read books like 1984 and Animal Farm, which to some people may have been a very positive reading experience, but, for me it was not. Those kinds of books didn't interest me and I didn't enjoy or even want to read them. I didn't enjoy reading at that age. I have only in the past few years, discovered myself as one who loves to read. This is because I was able to choose what I was reading. I chose was I was interested in.
        This article makes me realize how important it is for me as a teacher to allow my students choice in what they read. I want my students to love reading and to ooze that passion in the classroom. If I am choosing books for them, they may end up like me in middle school or like other adults I know. I don't want my students to not love to read. Reading can open up so many doors for students. If you allow children the choice of what they read, the potential of open doors grows exponentially. Educators, including myself, need to learn to let go of the need for control and let the students just simply enjoy a good book.

Laura Brown's August Blog Post: The Habit of Kidwatching

         After reading "The Habit of Kidwatching" by Timothy O'Keefe, I have realized how important this process is in the classroom. O'Keefe stated that "sitting with a child and watching and listening carefully may be the best thing we can do to get to know our students as readers." Not only is kidwatching an important tool for the teacher to guide their instruction, it is a way for the students themselves to learn from their habits and to become better readers. 
        I plan on making kidwatching a habit in my classroom. As I start to focus on guided reading groups this year, I believe taking the time to make this a habit will be very beneficial to my students as well as myself. Kidwatching will allow me to become aware of my students as individual readers. This information will guide my instruction and even help me create the guided reading groups based on the students' needs. I plan on creating a notebook just for kidwatching where every student has a section so that I can find my observations quickly and use them efficiently. This process will also teach me the various ways to observe a child. I am excited to learn more!
      I cannot wait to see how kidwatching is going to impact my students. I believe if I show the students how important and beneficial it can be for them, they will be excited to start this journey with me. I would like to see my students motivating their peers to take what I have observed and apply this information throughout the day. I absolutely agree with O'Keefe's quote about kidwatching. Sometimes one just needs to stop, watch, and listen. It seems simple but sometimes the simplest things can be the most beneficial. 

Dawn Mitchell's Blog Post 2 - Regie Routman's Chapter 5 - Organize an Outstanding Classroom Library

Dawn Mitchell's Blog Post 2 - Regie Routman's Chapter 5 - Organize an Outstanding Classroom Library

During the month of September our literacy professional development focuses on creating a print rich classroom environment, organizing your classroom library to promote student interests in a wide variety of genres and topics and authors, and most of all to provide students with choices that tap in to their interests and abilities. 

In September’s blendspace you will find a variety of resources including read alouds from Miller’s “No More Independent Reading Without Support” as well as Atwell’s “Pleasure Principle” and one of my favorites highlighted within that article, “The Reader’s Bill of Rights.”  In addition to those texts, you will find resources created by many of our district literacy coaches and teachers including videos of classroom libraries, checklists for a print rich literacy environment and a well-stocked classroom library.

In talking about the importance of choice with respect to our students, we also want each of you to know that teachers need choices too.  We do not want anyone to feel pressure to have the same classroom library and we are not advocating a “cookie-cutter” approach to classroom libraries.  In order for our classroom libraries to be effective and to equip students and teachers with the materials and the motivation needed to grow as independent readers they need to be in a constant state of growth. 

In chapter 5, Routman validates the importance of effective classroom libraries and on page 64 she states, “The most effective reading programs are generally supported by large classroom libraries.  The better the libraries, the better the reading achievement as measured by standardized tests.  Books contribute more strongly to reading achievement than any computer software does.  Schools with lots of low-income families have far fewer books available for students, and classroom libraries can help level that playing field.  Simply put, children read a great deal more when they have access to books, and well-designed, organized, ample classroom libraries provide the easiest access for students.”

A few take aways that I had from this chapter are:

*The importance of well-timed, high interest book talks.  Penny Kittle in her professional dev. text, “Book Love” that I am also reading promotes book talks as well as an integral part of independent reading where the teacher and then students take a few minutes at the beginning of independent reading each week to share about a book from the classroom library that they are reading.

*The importance of high – interest books.  Routman explains how important high-interest books are to struggling readers.  I would argue they are important to all of us.  How many of us, as proficient adult readers value some light reading?  Um, this girl right here has her hand held up high!  I love my Southern Living and my South Carolina Wild Life magazine as much as anyone.  I also love a little In Style when I am in the chair once in a while to get my hair cut or every morning when I am reading my devotional and the news on my smart phone.  Light reading does not account to poor reading.  It is part of a balanced reader’s diet.  It has a place in the library and in our students’ hands too.

Routman says, “It really doesn’t matter much what kids read as long as they read and enjoy what they’re reading.  By gently nudging them and introducing them to better literature – through reading aloud, co-reading, and putting books into their hands – their reading tastes will eventually grow into more sophisticated materials.”

*The importance of a variety of books – Routman says, “An adequate classroom library will have at least two hundred books, but an excellent library will have more than a thousand.” She explains the importance to include multiple copies of favorite books, to include books in a series to motivate author studies, and to promote clear procedures with students in charge and involved of the care of the library including the daily book sign out in order to keep managing the classroom.

*The importance of organizing the classroom library around what students’ interests are.  On page 68 Routman suggests creating baskets/bins/tubs of books organized by topics that students choose.  Using an interest inventory, a survey, a poll, or even a conference to find out what they like to read and then organizing your classroom library to include these popular text sets can go a long way in motivating students to read and to find what they like to read.  Routman says, “The top three choices for more than seventeen hundred sixth graders in twenty-three diverse schools were magazines, adventure books, and mysteries.”  Don’t go by this survey though, let your students tell you what they like to read. 

*Avoid organizing by leveled bins – Routman says, “While levels can be a helpful guide for teaching students, we need to be careful to factor in the quality of the text and students’ interests.  When we show students how to select “just-right” books, even older struggling readers can appropriately choose books.”

*The importance of nonfiction books – Routman says, “More nonfiction reading leads to more informational writing, which is related to higher reading achievement.”  Routman goes on to cite a study from second grade teachers in Tenafly, New Jersey that taught all of their reading through nonfiction books connected to science and social studies.  She said students not only learned a tremendous amount about the world but they also tested above grade level in reading on standardized tests.

*The importance of talking about books – Many of you have heard me share my book review genre of study in writing workshop and how I’ve used the book review unit to integrate reading and writing and to promote students analyzing what they read in order to argue for or against reading it.  Many times we even publish our book reviews on web 2.0 sites like Amazon or Barnes and Noble in order to inform other readers about our opinions.  Routman does this too through her “top-ten” lists. 

*The importance of creating a cozy climate – You know when a book nook beckons to you. It’s the cozy café seating at Barnes and Noble with the smell of coffee and new books all around you and the low level lighting beckoning you to come in.  It’s the children’s section of the local public library that has books artfully arranged by staff, colorful carpets with big books and eye level baskets full of board books.  It is important to think about our classroom library aesthetic environment as well, doing the best we can with what we have to make that spot as inviting as possible.  I loved Routman’s idea on page 78 of using rain gutters to display books.  I have seen this on pinterest and have admired them as well. 

As we enter in to our first full month of school with September, there is a promise in the air of a new year, with new students, and a new found support for best practices in literacy.  Let’s start with our classroom environments.  It’s where our students will spend most of their day time hours.  Let’s make room for reading, room for choice, and a room that is inviting and motivating for this year’s readers.  Let me know how I can help.

Sincerely,

Dawn