Sarah McClure's February Blog Post Routman chapter 8: Teach Comprehension

I loved this chapter.  So often we get lost in the lists and details of strategy, strategy, strategy, but neglect to explain the reason for the strategies in authentic reading.  Students learn all of these strategies but don’t understand why and how to use them.  . “Students don’t automatically comprehend just because they can read the words.” (Routman pg. 121) Reading should be a constant internal conversation between the reader and the text they are reading.  Even in the early years of elementary education it is important to connect reading with comprehension as opposed to just learning sight words.  In fourth grade, as Routman suggests, we teach comprehension through texts the students are reading independently.  We also teach comprehension in conjunction with novel studies.  It is important to not just teach strategies, but to help students understand that proficient readers use them while reading not just to get an answer right on an upcoming assessment, but to better understand and interact with what they are reading.  I agree that it is important to model strategies with students and to share ways that I use strategies in my own free time reading.  I use rereading as a strategy all of the time.  Sharing this with students gives credibility to the strategy.  An integral part of all reading instruction must be ample time to apply the learned strategies in a meaningful way.

Laura Brown's April Blog Post: Routman Chapter 5- Organize an Outstanding Classroom Library

       In Chapter 5 of Reading Essentials, Routman states that "classroom libraries are a literacy necessity: they are integral to successful teaching and learning and must become a top priority if our students are to become thriving, engaged readers." Routman discusses how if if a teacher's classroom library is where it should be, that reading achievement will be better. If students have a classroom library that is well organized, well designed, and the students have easy access to the books, the children will read more. It is important to find out what the children are interested in to create the best classroom library. If there are books on topics they enjoy reading about, there will be much more time spent on meaningful reading. 
       The following are specific suggestions Routman has for teachers to create the best classroom library. One suggestion is to have series books available to your students. Similar settings, characters, and content can make books easier to understand. Another suggestion is to find out students' favorite series, authors, or book titles. Teachers should want to create a library their students will actually use. A big classroom library concept that Routman emphasizes is not to focus on leveled books. Even though levels can be a good guide for instructing students, teachers need to make sure they are focus on the students' likes and interests when organizing the library. Another organizational tool that Routman suggests is making sure to have a lot of nonfiction books. Routman states "in truth, students often prefer non fiction." Many teachers assume that students would rather read stories when in reality, students enjoy nonfiction just as much as fiction. Students crave knowledge about real life topics and having many choices of nonfiction books will spark many reading opportunities in your classroom.

RhondaCranford's December Blog Post: Routman (2003) Chapter 3: Share Your Reading Life

In Routman's section "Share Your Reading Life" he stresses the importance of letting the students know you as a reader.  Let them see why you read and that you value reading.  It is also important for young readers to know that adults read for a variety of reasons and that the genre of what they are reading changes.  I did ask my students earlier in the year why we read and some said to learn more and others said for fun.  I was impressed with  both answers.  I was very pleased though to hear first graders say reading is for fun.  Sometimes, I just seem to put off the reading for fun until a break or summer vacation.  I hope my first graders are reading for fun daily.  We discussed the different types of things they read for fun.  Several students commented they like books about dogs or cats.  Another child said she liked to read books to help her draw better.   I liked the point that Routman made about having book discussions in the classroom.  I think I will let the children share what books they are reading and why.  Would they recommend this book to others?  I am thinking about changing the way I have the students keep a reading log.  I really like the way Routman described the reading log.  It wasn't  about the number of pages but information that was useful about the book.  By keeping a log of books completed and a little information about the book the students are doing something beneficial.  I know if I kept it reading log I might not check out the same book from the library twice just to discover, "Oh yeah, I've already read this book."  By keeping a log of books completed and a statement or two about the book the student is also becoming responsible and it is removing the chore  of initialing to say, "Yes, my child read." from the parents busy routine.  We should let our students and others see us as people who read and value reading.

Sara Malone - March/April Blog - Chap.9 Emphasize Shared Reading

Shared Reading is a concept that is an absolute must in my classroom and should be across all early childhood classrooms. Shared Reading is a crucial concept that a young learner benefits from in so many ways. Not to mention, it’s one of my favorite parts of teaching literacy. I get to model correct pronunciation, fluency, and I get to add my personal touches with enthusiasm and expression. When we are emphasizing shared reading in our classrooms, it brings a little bit of comfort to those who could possibly be uncomfortable or unfamiliar with the content or text.   

It is ideal for guided participation and students are encouraged to participate without any pressure or fear of failure. I think that the fear of failure in reading, especially reading aloud, can be a plague to several early learners who lack the confidence or the ability. I can always see the fear on some of my learner’s faces when I say that we are going to read our text together. It can sometimes fill them with such anxiety that I know that they are completely unwilling to participate. I never want that to be the case for any of my learners.  Shared reading almost always increases the confidence level in these anxiety ridden students. They are simply modeling what they’ve seen modeled by me. The fact that they strive to model reading the correct way, gives them confidence and me satisfaction knowing that my struggling readers are trying their best to comply and feel included.

And yes, it provides a lot of teaching and practice in a short period of time. I always feel more connected to my learners when they are sitting at my feet. Having a shared reading time with my learners so close to me, allows me to hear them, see them, and know how engaged they are with me. The multiple mini lessons that can be taught during shared reading are endless. I love how many connections to the real world can be made through shared reading. So many grammar concepts can be highlighted and it can be used effectively for teaching and learning across the curriculum.

I also love shared reading in that it sets up what is necessary for my small group literacy conversations. Because we’ve already used shared reading, my small groups can spring board off of that onto other skills and even apply certain strategies. The groups become much more efficient to manage and my expectations of them can be much higher. It boosts and supports what has already been demonstrated and practiced.

I do feel that we have somewhat moved away from using Big Books in the early childhood classrooms. I love Big Books! Yes, I am a fan of using smart boards and other means of technology and even some packaged curriculums, but there’s something intimate about using a big book, with your learners at your feet, feeling the pages, and pointing the words together. If I had my druthers, I’d use  big books every week! (maybe a possible grant in the future??)

I hope that shared reading continues to be a high priority for all early childhood classrooms. I know that I will always make it a top priority in my own classroom. Many of our learners do not have the appropriate model for reading at all. I know that I can be, and that I should be, that constant model - especially when it comes to reading.

Marsha Ross-March/April Blog Chapter 9- Emphasize Shared Reading

I really enjoyed reading this chapter.  Routman emphasizes the importance of building a community in the classroom where there is no fear.  A place where there is nothing but comfort and safety to enjoy a book.  A place where there is no round robin reading.  A place where children are encouraged and guided.
  .For many years now, I have included Shared Reading in my classroom.  It is a great time in my room and I greatly enjoy it.  It is a time where I pull all my kids to the carpet and we share a text.  We read together and learn together through thoughtful conversation and a sharing of skills.  When I first started, I used big books and the reading book.  Both ways work!  All that matters is that everyone is able to share the same text together.
   When doing Shared Reading, I start out similar to a guided reading lesson.  I start with important vocabulary that the children need to know.  We picture walk the story and find the important words on the different pages through the story.  When finished, we go back to the beginning of the story.  Sometimes I read to my children.  Sometimes they echo me. Other times, I read a page and they read the next.  Each day, we do something different with the story.  We read it together several days throughout the week.  As we read each day we discuss different spelling patterns that we see. We discuss what good readers do like finger track or blend unknown words by using little chunks that we know.  I try to tie as many skills into the story as I can.  We discuss everything that we can.
   This chapter was a great reminder to me of what I really enjoy in my classroom.  It helped me to see that I am doing great things!  It also showed me some ways that I can improve.  As I was reading I saw where Routman kept referring to the shared transparency that you could use to make sure everyone could see a book that they didn't have a hard copy of.  That same day I was introduced to Epic.  I now saw how I could incorporate technology into my classroom. instead of the transparency.  It made me realize I could use Epic and we could share real literature together without having to take pictures or scan a copy into the computer.  It also helped my see how I could incorporate more turn and talks into my lessons.  It was a great read.

Kristin Humphries: Blog Post 7-Emphasize Shared Reading

       As I read about the importance of shared reading, I gained useful information that will be helpful to my students. Routman explains that shared reading helps learners to find reading time more enjoyable. It can be used with any type of text, from non-fiction to poetry. She also clarifies that during shared reading time students encourage each other, it provides time for practice, raises expectations, and builds confidence. A teacher can introduce different genres through shared reading time. This time can be more meaningful than a whole-group lesson or teaching through small groups.

        I look forward to spending more time allowing my students to share read. I have used shared reading in my classroom. I have found it helpful and encouraging. I have tried to use an assortment of strategies to see what has worked best with my students. Shared reading time has been a success for me. I would encourage others to try shared reading time in their classrooms.

Allison Sumerel's March/April Blog Post-Routman Chapter 8: Teach Comprehension

We tend to focus on teaching words at an early age but not how to deeply understand what they are reading.  Routman says, "You can't start teaching comprehension in grade 3.  You start teaching it the day kids enter preschool or kindergarten."(118)  The problem comes in knowing how to effectively teach comprehension.  Studies suggest using high interest novel.  As you read, don't just focus on skills, but what they are actually reading.  I have tried this in my class with more interesting texts.  As they read, we discuss what is being read, and how it relates to what we know.  I encourage my students to make connections.  This helps me to know that they are grasping it.  Balance is also a key aspect.   They suggest a 20 percent-to-80 percent rule.  Giving them time to apply their strategies is key.  The example with spelling made a lot of sense to me.  We give students spelling tests and they can spell all of the words, but when they actually write those words in sentences or summaries, do they remember how to spell them?  The application is important.

Rereading material is also very important.  I have noticed when my students don't understand, simply having them go back and read it me helps.  I have also started to see that my students are improving in comprehension from our close reading strategies.  Having them highlight, underline, and write comments to the side has also helped.  Routman also suggests that strategy for helping with comprehension.  It was very helpful for me to read this chapter to remind myself that "teaching strategies is not enough."