Allison Sumerel-January Blog-Teaching with A Sense of Urgency

     The biggest idea that I came away with from reading this, is that every moment counts.  Routman challenged teachers in a workshop to think of the top five things they do to ensure students become excellent readers.  I really thought about this and decided to come up with my own list.  My first thing I do is 1) I read to them, 2) I let them choose what they want to read, 3) I give them time to read, 4) I let them read to me, and 5)I integrate reading into other areas of study. Like Routman, I plan to revisit it from time to time as I become a better reading teacher.

     In an effort to make every moment count, I have teamed with Mrs. Lorraine Walker.  She has been coming in and helping me with reading groups.  I feel like this will help me to have more one on one contact with the students.  My students really benefit from reading with me and sharing with me.  I look forward to working on my list of top five things to help my students to become better readers.

Rhiannon Wyatt December Blog Routman Ch. 4 "Teach with a Sense of Urgency"

Every chapter that I have read so far by Routman makes me excited about teaching and ready to try new reading strategies in my classroom as soon as I get back to my classroom the next day.  The chapter titled, “Teach with a Sense of Urgency” was no different.  Teaching with urgency just clearly means to teach relevant content in meaningful ways being aware of the students that I teach and their needs.  Routman stated in this chapter that it is important to ask yourself ‘why’ am I teaching this and ‘why’ am I teaching it in this way.  When I read that statement I was brought back to the process that I underwent for attaining National Board Certification.  Through that process I had to tell the reasoning behind my teaching methods. As teachers we should always reflect on the importance of what we are teaching as well as the methods of that instruction.

There were several points that Routman made throughout the chapter that I especially liked.  I felt that the list of the Top Five Things I Do to Ensure Students Become Excellent Readers was eye opening. I feel that I do well with demonstrating that I am a reader as well as teaching strategies students need to know to process and understand text.  Another topic that made the list was providing an excellent classroom library. I have a good number of my books for my classroom library but I am working on acquiring more books of a variety of genres as well as the refining thee organization of my library.  Another point that Routman made that I enjoyed reading was integrating reading and writing into the curriculum rather than teaching content in isolation. This has become a challenging task for me to instill in my classroom however it is one that I would like to master.  Routman states that “breaking learning into bits and pieces can actually make things more difficult for students”. I see this in my students who can capitalize proper nouns on a language test but cannot apply that to their writing.  I enjoy teaching units of study and feel that integrating the subjects will benefit all of my students and help them progress in their reading and writing skills.

Sally Gaskins' Blog #5-Routman Ch. 5: Organize an Outstanding Classroom Library

After reading this chapter, I am painfully aware of how NOT outstanding my classroom library is. Routman paints a clear picture of how it should be organized and I like how she explains how important it is that I involve the students in it's organization. If I want my students to want to read the books in my library they must have some ownership of it. It was exciting to read Routman say, "When I am in the classrooms with rich libraries created and maintained by the teacher and students, grand enthusiasm for reading and talk about books permeate every aspect of the curriculum." I have a pretty good collection of books, and have known since moving them into my new classroom at PGS that they need to be organized, but I've felt overwhelmed by the task. I understand that I shouldn't put it off any longer, and allowing the students to help me with it will get the job done and get them excited about reading the books.
I was also happy to read that my library should de-emphasize leveled books and focus more on books of interest to the students, as that's what the majority of my library is made up of. After organizing my library I need to work on making some comfortable places around the room for reading, as right now the students sit at their desks for independent reading.

Sarah McClure’s December Blog Post: Routman (2003)

Chapter 3: Share Your Reading Life

I agree with the importance Routman places on sharing my personal reading habits with my students.  So much of the student’s enthusiasm towards reading can be driven by my own enthusiasm.  I feel that so much of student “buy in” is linked to the teacher’s exuberance in presentation.  I enjoy recommending books to my students that I have read and enjoyed.  I have two boys of my own, 11 and 13, who are avid readers, and I share books that they recommend as well.  Sometimes when we are working on a novel study in class I will stop mid page and share a text to text connection that I have made.  Our class is reading Sign of the Beaver right now.  I told my students that Little House in the Big Woods was one of my favorite books growing up and that there are some connections to be made between the two novels.  This prompts students to do the same and before we know it we are deep in a wonderful discussion of other books from possibly the same historical time period or similar theme.  This is a great way for students to become excited about choosing their next novel for independent reading time

Marsha Ross- Chapter 5 Routman- Organize an Outstanding Classroom Library

I have always had a class library and every time I get it together there are always new ideas on the correct way to make them pleasing to students.  Routman stresses the idea of building a great library for every classroom.  He states that they need to be child centered, pleasing, and easy to use.  They need to have lots of books anywhere from 200- 1000 books so each student has several choices and a variety of genres to choose from.  I have no idea how many books I have but I know I have several hundred.  I have light reads and more challenging reads for my students.  I have fiction, non-fiction, historical fiction, biographies, and fairy tales, as well as much more.  I try to buy books that children will love and become engaged in.  I try to look and see what my children are reading from the library and home to help me determine what I buy for my classroom.

I have organized them over the years in many different ways.  I have order by Lexile level and assigned baskets.  I have tried dividing them in to two categories labeled fiction and non- fiction.  As of now, they are divided partly by fiction, non-fiction, and subject groups.  I tried the mini lesson where children help you sort and organize the class library.  It was interesting to watch them sort them and discuss why they would put them in a certain place.

I try to keep my leveled books for guided reading and/or for children that find themselves unable to find a book that is just right for them.  I use them to help them get engaged in the reading process and focused.  I then encourage them to go back and try to find a just right book for them.

My main problem right now is stressing the importance of putting books back where the go so they are easy to find by others that want to read them.  In the past, I have had groups that are great with this.  However, this year my class is having a harder time with this task.  I am always finding books on the floor and crammed in desks.  We are looking to find a smart and easy way to remember where the books go.  I enjoyed the little reminder about teaching students to care for the book and the library.  I may have another mini lesson on using the library but also introduce Library Sticks that they can use to remember where there books go.  Each child will have about three sticks allowing them to check out multiple books at a time.  I know that class libraries are very important to the independent reading process.  My goal is to continue to improve the one I have and add as many books as I can each year.  Something is always better than nothing!

Stephanie Henson-December blog - Teach with a Sense of Urgency

    Routman makes a fabulous point that teaching with urgency does not have to be anxiety producing. As a teacher, we must multi-task and that is how I relate the theory of teaching with urgency with my own teaching style.  In an effort to "make every moment count" we, as teachers, need to find ways for our teaching to be effective and intergrative.  I find myself starting out with a plan each day (reading,writing, math) but sometimes I revamp because something occurs that allows for a teachable moment.  If a student, while reading, asks why a sentence is worded a particular way, I inaviable jump to a mini grammar lesson. Or if a student is struggling behaviorally I can find a book/text to relate the behavior, which then could led to a writing lesson.
    Another point from the chapter I latched onto was the "Top Five Things I do to Ensure Students Become Excellent Readers" (pg.43).  The very first bullet was demonstrating that I am a reader - which reminded me of sharing something I read from our Miller text (page 12) with my class. First, they were intrigued because I was reading for a class to which I'm the student. Then, the content of what I read was something to which they could relate - independent reading time impacting standardized testing. It amazed me how interested the students were and how this sharing was a springboard for additional learning for them.
    As a teacher, I'm always worried that I will not have enough time to "teach" everything.  However, I am not allowing this thought to drive my instruction. Instead I'm working at better utilization of time, such as working with small and large groups or individuals through conferencing. My mantra has changed to "quality versus quantity."

Laura Brown: December Blog Post: You Only Have So Much Time

      The question of time has always been important to me, even as a child growing up. I like knowing if I am going to have enough time to do whatever task I want to do or told to do. When it comes to students' learning the factor of time is particularly important. Teachers need to make sure they are spending their time in the classroom creating wonderful learning experiences for their students. The big question for most teachers is: Where can we find the time to create these very important and vast learning experiences? 

      One thing teachers can do to make the most of their time in the classroom is to trust their own experiences and plan well. Routman states that teachers need to "exercise common sense and good judgement" when planning and creating lessons. Another skill that teachers can learn to make the most of their time is to keep work meaningful and simple. The work that students are asked to do needs to be something that can be connected to their own life and something of value. 

      Making every minute count in the classroom is very important for maximum learning for students. This is particularly important when it comes to reading. Routman states that if students "need to process a great deal of text to become great readers, then they must spend most of reading time reading connected texts." This way, the teacher is ensuring that the students are making every minute count. The resources around the classroom are another way to not waste precious time in the classroom. It is very important to make student resources accessible. If the students have to hunt for a certain book or other resource, the student is wasting time that can be spent learning. 

      Lastly, the teachers themselves have to make time in their already busy schedules for professional development and personal/professional reading. Making sure you as a teacher is in the know of the most effective teaching and learning practices will not only create better learning experiences for the students, but it will also make every minute count in the classroom. It is always been said that if teachers show their excitement and love for learning and reading, the students will follow that positive outlook.

Dawn Mitchell's Share Your Reading Life Regie Routman's Chapter 2

During the month of January our application we are working on learning about Socio Cultural Learning theories and strategies that help support student talk.   In our required reading this month Richard Allington identifies student talk as one of the essential components that characterize the most effective teachers’ classrooms. 

In January’s blendspace you will find a variety of resources we’ve included for you including the four theories that we are sharing with you such as Owocki and Goodman’s kidwatching excerpts that focus on sociocultural learning and talk and Chorzerpa’s suggestions for utilizing Socratic Seminar to promote active student engagement in learning.  You will also find in our blendspace an example of an award-winning podcast in the link to NPR’s “This I Believe” podcast series as well as a link to try out a very user friendly podcasting tool for students called vocaroo (vocaroo.com) 

This month for my blog post, I have chosen to read chapter 3 “Share Your Reading Life” from Routman’s Reading Essentials for many reasons.  First of all, I believe that this directs to the importance of talk in our classroom.  How many of us love to read and love to talk about what we are reading?  I know that many times I have read a book that has deeply affected me as a reader and I have immediately wanted to share that experience with another human. 

When I was in the second grade and read, Charlotte’s Web I remember sitting beside my best friend at the time, Amanda Ravan just a crying over the loss of Charlotte and the heart warming knowledge that I at 8 had experienced the joy of friendship.  When I was in the fifth grade and read Where the Red Fern Grows I remember vividly having to re-read it at night to my twin brother because I wanted someone else to know those two coon dogs, Little Ann and Ole’ Dan that had stolen my heart and made me love the outdoors all over again.

I’m a little embarrassed to admit to you that in college when Greg and I first met I read Nicolas Spark’s The Notebook and was so smitten by the idea of a love like that I asked him would he please read because I hoped that the new love we had found might grow into a lasting life time love like the two characters based on the author’s grandparents had found.  I know cheesy right! 

As readers we connect to what we read and we are compelled to share our thoughts with others.  When Lily Grace figured out what Severus Snape’s heart was really about in Harry Potter she had to run downstairs and tell me that he wasn’t all bad and she couldn’t believe I had let her peg him wrong all this time when I knew he actually helped save Harry in the end!  I told her that I was waiting to see her reaction and I didn’t want to spoil the discovery of loyalty in his character for her.  We then both concurred that J.K. Rowling had magical writing abilities to draw out his character development.

Our students need time to talk about what they’ve read, to transact with others who may affirm their thoughts and more importantly, who may challenge them and open them up to a new way of thinking.  In my first summer of the Spartanburg Writing Project, my book club that read and wrote under the influence of Barbara Kingsolver’s work that summer challenged my thinking and my writing in ways that grew me. 

In this month’s article, Allington states,  "..if we want to increase substantially the amount of reading that children do (and would I argue that this is one absolutely crucial step toward enhancing reading proficiency), it is important to give children books they can read and choices regarding which books they will read. Likewise, crafting a supportive conversational environment in which students talk to their teachers and to their peers about the books they are reading is an important component for sustaining increased reading. And active teaching of useful reading strategies expands the array of books that children are able to read. Finally, shifting evaluation to focus on effort and improvement enhances students' motivation for reading."  (Allington, 2002 pg. 8)

One of the strategies that Routman made in this chapter is to share your now and your next book and to have a record of your reading.  In my writer’s notebook I have a running list of books I’ve read so I can remember them for mentor texts and for the memories.

Each month I visit Mr. K’s Used Book store in Greenville (in Verdae Shopping Center off the Motor Mile) and buy my stack for the month.  Below is my picture of my Now Book stack.  Every single book in this stack was recommended to me by a friend.  Keri Lyles from Arcadia recommended Outlander (she was right, it is full of adventure, history, suspense, and a little romance too!).  A friend of mine I met in Kentucky when Tasha Thomas and I presented at a Writing Conference there recommended The Goldfinch to me on facebook and The Martian was highly recommended to me by my parents. 

Here is a picture of my Next Book Stack and both books on this list made the list through talking with others.  The Rick Bragg book is on my next stack because he is an all-time favorite of mine and two friends, Susan Cox and Pam Ray recommended this one to me recently.  The ESV Bible was given to me for Christmas by my husband Greg because two friends of mine recommended this translation to me. 

Other take aways for me from this chapter include:

*Favorite Author Area – page 30

*Baskets of Recommended books – page 30

*Keeping a Simple Reading Record – page 35

*Demonstrating How You Read and Your Love For Reading – page 36

Routman says on page 24 that it is important that we share our love of reading with our students.  “I want students to know I am compelled to read.  It is almost impossible for me not to read.  It’s much more than enjoying a well-told story, increasing my knowledge about the world, following directions, or say, understanding philosophy.  Reading pervades my life and sustains me the same way friendship and love do.  Reading gives me joy, comfort, perspective, new ideas, questions to ponder, and connections to other lives.  I want nothing less for my students.” (Routman, page 24)

I agree whole-heartedly.  #readersareleaders

Sincerely,

Dawn

Amanda Stephens-Kindergarten- Blog #5- Teach with a Sense of Urgency-Routman

Amanda Stephens-Kindergarten- Blog #5- Teach with a Sense of Urgency- Routman

     Teaching with a sense of urgency is something that I would love to improve on within my classroom.  It is so important to “seize the moment” to teach and reflect on a subject or topic when the moment arrives.  Unfortunately, the difficult part of teaching with a sense of urgency is that you don’t always get to. 

        Routman focuses on areas that I love to focus on as a Kindergarten teacher.  Working toward independence, promoting joy in learning, modeling, integration, language, and making connections are just a few of the areas she touches on in this chapter.  I find myself doing all of these things but never actually getting to focus on them explicitly.  I really enjoyed reading Routman’s views on Promoting Joy in Learning and Working toward Independence.  It is so important to teach children how to be responsible and make decisions about their own learning. As a Leader In Me school, we encourage our students to guide their own learning.  There is nothing wrong with a teacher-directed program but self-directed learning is way more fun!  It gives students a feeling of satisfaction and accomplishment when they see themselves become successful all on their own.  It is also gratifying for me, as the teacher, to see my young students who are just beginning in education go from “holding my hand” as they learn new things to “flying solo” by the end of the school year. My students surprise me every year with what they accomplish and learn.  I can only imagine what they will go on to do as they become adults.  When you encourage your students to take chances and read things they enjoy you can see a major difference in the way they perform. 

        So, if I have my students thinking, reading, and asking questions, what next?  What better way to teach with a sense of urgency than to stop and talk about something that my students need or something they find interesting right away?  I mean, Kindergarten students always have a million questions that they want answered right away. So why not stop and answer them?! I never really thought about it this way before. I think that I can get stuck in a routine of we have “x” amount of time to teach this and then we need to move on. Routman states that “With continuous demonstrations, practice, and support, we make it possible for children to proudly assume the role of confident reader and leader. (Routman 2003). I think doing this is going to take more than a given amount of time. It is a long term process. It is continuous.

        This second semester I look forward to watching my students become independent readers and “risk takers”.  I am going to try to teach more with a sense of urgency and “seize the teachable moments.” I am going to try and put aside the feelings of guilt that come when you know you need to do five hundred things but your students really want to learn more about one thing specifically.  I am going to take more time to stop and focus on areas of weakness as they arise in the classroom rather than wait until later.  I am going to really try and become the reading teacher that I know I can be and that is buried deep down under years of “you need to do it this way” rubble.

Annie Cherry , December Blog Post Chapter 4, Teach with a Sense of Urgency

In this chapter, Routman reminds of how important it is to utilize every moment that we have in the classroom with our students.  Of course, we all understand that this is an ideal, but when there are so many things required of us as educators this can easily become lost throughout the course of the day.  Be it paperwork, behavior issues, or a rushed schedule, things can get in the way of us remembering to "teach with a sense of urgency".  I appreciate that Routman gave many ideas to do this during our day.
As we are teaching our very youngest readers in kindergarten, the ultimate goal is independence.  And, what we tend to forget as we loom over every aspect of their learning, is that they WANT to be independent, they want to learn to do things for themselves.  I love the optimal teaching model, which is at its core, 1)I do it, 2) We do it, 3)We do it, and finally 4) You do it.  I think in my classroom, I was feeling such pressure to let them create their own writings and to let them have books in their hands, that I was losing the time to show them HOW to create their own writings and HOW to read the books in their hands.  Learning simply doesn't take place without some direct instruction.  While we need to let go and allow the children to have free choice in their texts, we also need to allow ourselves to teach, to take the time to give some direct instruction.  The children also need to time to understand this, to see that they are going to get to do this on their own, but I am going to support you first!
I also like the Routman reminds us that it is okay to instruct as a group!  We utilize the small group model in kindergarten in everything that we do.  However, somethings are easier and more practical to do as a group.  The learning is still taking place.  This reassured me that the way that I use groups in my classroom is working.  We do a large group mini lesson before we move into small groups.  Some of the children are going to be working independently and we have to give them some time to learn what is expected of them during that time.
As we move into the Spring, I am going to try to focus on using each moment in my classroom and be sure that I am teaching with a sense of urgency,

Sara Malone - January/February Blog post #6 - Share Your Reading Life

“When we make our reading lives explicit to our students, their reading lives expand in many directions.” This quote distinctly articulates how and why we need to share our own reading lives with our students. I love the idea of bringing in the books we are currently reading to share with our class. I know my own daughters are mesmerized when I have a new book on my night stand and it looks totally different from the kind of books on their shelves. I always get lots of questions, “What’s that about? How many pages does it have? 364? Man! How can you read that many pages? Does it have any pictures in it?” And honestly, I love their innocent inquiries about what I am reading and I love that I’m vicariously modeling pleasure reading. Especially, when they go to bed and I can’t wait to read my next chapter!

Like the author, I think it is so important to advertise our favorites. Just like we may see a certain fashion accessory or make-up or hair trend being touted on TV or by a celebrity, we too, can promote to our students the “cool factor” of an author and their creativity in writing great books. I clearly remember showing a video clip years ago about how Eric Carle creates his famous illustrations. The painting process he used was amazing and the finished products in his now famous books were so neat to see in their completion. I remember sharing in detail my collection of Eric Carle books to my students and dissecting the many illustrations. The next library day, almost every student had managed to find and check out an Eric Carle book. A teacher’s recommendation can go a long way!

When taking my own children to the library or Barnes & Noble, I immediately go to the New Books section. What can I add to my list? What can I read to my kids for the first time? Sharing my love for reading with my students is never a chore – it’s always something I look forward to and hopefully something that my student’s enjoy. 

Sara Malone - December Blog Post #5 - "Teach With a Sense of Urgency"

In this chapter, I agree with Routman about the concept of capitalizing when we see the moment. I’ve been reminded of this concept by reflecting on the tried and true term “seize the teachable moment”. Unfortunately, there have been many times that I have I feel that I have had to set aside teachable moments simply because of rushed schedules, a behavioral issue, or classroom distractions.  To teach with a sense of urgency is definitely a goal that I desire to improve upon.

In Routman’s chapter, she stresses using the concepts of Working Toward Independence, Promoting Joy in Learning, and Putting the Learning Model into Action. These are all concepts that are my goals for my students. I want to teach to prepare them to become independent learners in so many different ways. As a first grade teacher, I am always mindful of bridging the gap between holding my student’s hands through the journey and then letting go of their hands as they develop into second graders. I always enjoy thinking of new ways to put more joy in learning. How can I teach the same concepts on this worksheet in a way that doesn’t involve using this worksheet?  And putting models into action has really manifested itself this year through using our Leader in Me tools. A program’s vocabulary can often become common vernacular if used in ways that create meaning and also create real life application.

This semester I am excited to begin teaching with more of a sense of urgency in my own classroom and hopefully utilize these areas in my goals. I plan to group my students into leveled reading groups and rotate groups throughout the week. I am really looking forward to connecting Reading with Writing activities. I feel that there is going to be so much more of ME to give. I will be able to feel the pulse and the pace of the students. Teaching in smaller groups is really going to allow me to capitalize on the teachable moments and give so much more of my attention to the details, but more importantly, the student. 

Kaylee Foster’s May Blog- Routman (2003), Chapter: Emphasize Shared Reading

We have to ask ourselves the question, do we want to make reading fun for our students? I feel confident our answers across the board would be a uniformed, YES! Shared reading is fun for the students and according to Routman teaching reading will become more fun too. It is a win-win! I am ready to get started now! Routman suggest that shared reading should become a major part of our reading program. Research has even proved that shared reading typically improves reading achievement for the student. One of the great things about shared reading is that it can be used to demonstrate various text from nonfiction, novels, poetry, plays, short stories, etc. Routman even takes it a step further and says we should add shared reading aloud to our classrooms. Share reading aloud can be used to demonstrate and discuss some of the following: fluency, predicting, inferring, making connections, enjoying reading, and much more. Routman states that “in other words, shared reading aloud is a powerful context for demonstrating and practicing all aspects of the reading process in any genre”. It gets even better! It is very quick and time efficient- which is what we all need in our classrooms. This chapter does a great job and breaking down exactly what the teacher can say and do in certain situations while doing a shared read aloud. This chapter would be a great resource to come back to when I have questions, as I begin implementing shared reading in my classroom.