Chapter 11:Build on Best Practices, Know the Research,Use Programs as a Resource & Chapter 12: You Only Have So Much Time

The final section of Reading Essentials is discussing being an advocate for our students.  Chapter 11 focuses on three areas: best practices, reading research, and programs for reading instruction.  Routman points on that there is no best program or perfect model of teaching reading.  He lists several best practices that he previously mentioned in this book some of which are worth a second look (p. 187).
     BEST PRACTICES:

• Students need caring teachers.
• All good readers miscue, correct themselves, and problem solve as they read.
• Struggling readers need to spend more time reading, not doing activities about reading
• Effective readers integrate many strategies to comprehend text
• Students learn more when basic skills are integrated and connected to relevant and challenging curriculum

As we think about research and "scientifically-based" practices, we need to truly understand and question this research that is influencing so many decisions about reading instruction.  One report that Routman singles out in the National Reading Panel report which has been highly praised by those making instructional and curricular decisions.  Routman points out several questionable issues with the report included the lack of teacher input or focus of ELL students.  The report was written in 2000 and greatly influenced the implementation of No Child Left Behind.

No matter the program, approach, or materials used, the classroom teacher remains the most effective influence in student achievement.  These teachers follow interactive practices including: 50% of the day reading and writing, enormous amounts of time reading easy texts to build fluency, well-crafted, explicit demonstrations and expectations, promoting purposeful, open-ended talk, assigned tasks that are meaningful and challenging, and evaluating student work more on improvement and effort than on achievement.  Teachers who rely on programs for reading instruction are more often less knowledgeable.  Routman states, "As our knowledge increases, the more we can rely on our experiences, modify the program to suit our beliefs, needs, and contexts, and trust our own judgment" (p. 191).

Chapter 12 concludes Routman's text.  He emphasizes that teachers work too hard and there is never enough time to do it all.  Time is valuable and we need to spend it in the most meaningful, productive ways possible.  Remember that we are not only role models for learning, we are role models for living.  Suggestions for using time wisely include:

• Spend most of your time thinking
• Trust yourself and your experiences
• Keep the work meaningful, simple
• Make every moment count
• Keep the pace lively
• Create structures that maximize participation and learning
• Fight for more time for students who struggle
• Use transitional periods as teaching times
• Make resources in the room useful and easy to access
• Look at your schedule carefully

Regie Routman's final thoughts are very inspiring.  He states, "...we must put the joy back into our lives, savor the small victories, cheer our students on, and be unwavering advocates for them" (p. 221).  He leaves us with the thought, "Enjoy your students, enjoy your teaching, and enjoy your life."  I think this needs to be a sign posted for us to see every day.

This is an excellent text and I would highly recommend it especially to beginning teachers, but also for teachers who need to be reminded of the essentials for reading instruction.

Chapter 9: Emphasize Shared Reading & Chapter 10: Examine Guided Reading

Chapter 9 of Reading Essentials is about the shared reading component of the reading instructional program.  So what is shared reading?  Routman defines it as when students join their peers to read a text collaboratively.  They see the text, observe the teachers reading it fluently with expression, and are invited to read along (p. 130).  During shared reading, the students experience no fear of failure.  Shared reading is critical for demonstrating and scaffolding learning.  It is most often done in a whole group setting where the teacher models and guides students in all aspects of reading comprehension.  It combines reading aloud with interactive reading.  Shared reading is a very engaging, purposeful teaching, discussion activity.  It leads effectively to guided reading groups that practice what has been demonstrated.

Routman provides a framework for conducting shared reading on pages 134-137 in the text.  He also explained several examples of lessons for further examination.

Chapter 10 of the text discusses guided reading.  Routman defines this reading component as a meeting with a small group of students and guiding and supporting them through a manageable text (p. 150).  Students are grouped with others at a similar reading level and supported to use effective reading strategies.  The teacher builds on students' strengths and supports and demonstrates whatever is necessary to move the child toward independence.  Students are practicing what has already been demonstrated.  Social aspects are crucial in conducting guided reading.  Feelings of acceptance and trust are needed as students will be sharing their thinking with the group.

Flexible grouping is an important aspect of planning guided reading.  The groups need to be based on students' needs and interests and the teacher's purposes.  Students should not be "stuck" in a particular group all year long.  They should never be able to identify or label themselves by the group they are part of.

Choosing the best books to use in guided reading is vital.  Routman states, "your guided reading lesson will only be as good as the text you use." (p. 153).  Some points to keep in mind as you choose books for guided reading include:

• Provide a text with just enough challenge
• An excellent text makes it easier to focus on meaning (few distractions of contrived language, poor layout, insufficient visual supports, or complex concepts)
• For older students, put more emphasis on interests than levels
• Texts should be current, in good condition, and relevant

Scheduling guided reading can be difficult.  Remember you don't have to meet with every group every day.  Use common sense and conserve your energy.  Routman suggest handling no more that 4 - 5 groups.  Also remember that the instruction of guided reading can be taught in other contexts as well such as reading aloud, shared reading, and interactive reading. 

The most common issue teachers have with guided reading is concerning what the rest of the class is doing during the small-group time.  Routman provides several ideas to consider.

• Make reading the primary activity for students not in a group
• Writing is appropriate for extending comprehension and literary appreciation
• Centers should be meaningful, purposeful, and contribute to reading achievement and enjoyment
• Model exactly what you expect students to do and make these expectations clear, easy to accomplish, and worthwhile.  Then you must trust your students to follow them.

Independent, shared, and guided reading are all essential components of reading instruction.  Each is purposeful, and they should compliment each other to achieve the goals of literacy. 

Chapter 8: Teach Comprehension

The third section of Reading Essentials includes three chapters on teaching essentials.  The first (Ch. 8) focuses on teaching comprehension.  I felt this chapter truly emphasized points of teaching reading in a way I hadn't heard before.  I have always been instructed using the idea of teaching reading strategies, but Routman introduced the idea of teaching strategic reading.  This was eye-opening for me.

Reading instruction should include teaching the students to comprehend on a deep level.  Routman points out that we too often focus on low-level comprehension skills which is a factor that contributes to the growing achievement gap.  Teachers need to be very selective  in choosing the text they use to teach reading.  They need to choose a text that allows for a in-depth level of comprehension. Routman states, "If we want readers to be critical thinks, inquirers, and problem solvers, we need to introduce them to challenging, interesting texts" (p. 118). 

Teachers need to rethink how we teach reading strategies.  We need to remember that strategies are a tool for facilitating and extending comprehension.  Many times teachers will teach a single reading strategy in isolation and ask the students to practice using it without showing them how.  Students don't understand how the strategy fits into the big picture of reading.  Routman suggests that students become so focused on identifying words they don't know, questions to ask, or connections to make that they forget to read for overall meaning (p. 119).  He advices using an 20% - 80% rule:  20% of the instructional time on the explicit strategy instruction and 80% of the time practicing using it through independent reading.  He reminds teachers to keep your teaching focus on strategic reading rather than on individual strategies.

Teachers need to demonstrate strategic reading by thinking aloud in front of the class.  You must bring comprehension to a conscious level.  It involves metacognition - thinking about your own thinking.  As teachers think about the reading strategies they, themselves use most often, a typical list evolves.

• Rereading - this is the most frequently used strategy and should be taught that way to students.
• Writing - to aid in comprehension especially nonfiction; teach students to highlight, write in margins, make notes of pages with key points
• Survey - preview the reading before beginning the reading, it sets the reader up for what is coming
• Make connections - don't spend too much time on this strategy; most connections should be routinely demonstrated as part of the total reading experience
• Self-monitor - this should happen as they read;  students need to learn to ask themselves, "Does this make sense?" "Does this sound like language?" "Do I know what is happening in the text?"

Providing an opportunity for the students to interact with peers will increase comprehension and enjoyment.  Collaborative talk helps make meaning and allows the students to feel supported as they gain insights and hear new viewpoints from others.  Teachers also need to teach the students how to ask questions that encourage in-depth reading.  They need to think about why a character acts the way they do, discuss a theme or big idea, and talk about the author's purpose.  This is when true comprehension evolves.

Routman summarizes this chapter with these statements.  "There is a huge difference between strategy instruction and strategic instruction.  Just teaching strategies is not enough.  Strategies must be "invoked" by the learner if they are to be used to increase understanding." (p. 129).  I see how I have been teaching reading and I know I will change how I approach this instruction.  I am also confident I will see good results.  Great chapter!!

Chapter 7: Make Assessment Instruction's Working Partner

When teachers hear the word "assessment," heavy sighs and groans will often follow.  It has become a burden and dreaded task that seem to control too much of our education system.  But assessment will not and should not go away.  Teachers need to see assessment for what it is.  As they learn to use the data to move children forward and determine next steps in their learning, teachers' attitudes toward assessment will change.

Most assessment is conducted daily through ongoing observations and conferencing.  As you evaluate the type of assessment you are using ask yourself:

• Is this a valid and useful assessment?
• How am I using this assessment?
• What goals am I setting?
• Who else do I need to inform?

During daily ongoing assessment a teacher is evaluating, noticing, becoming aware of a student's progress.  The teacher is constantly reflecting.  Based on this assessment, the teacher may adjust a lesson, reteach, allow more time, or modify an assignment.  It is important that the teacher keep anecdotal records of these observations.  There are many systems of record keeping and you should find one that works for you.

One example of record keeping is through the use of running records.  With practice, running records can be a quick method of checking student reading progress and showing growth.  Another example of record keeping can be in the form of informal reading conferences.  These conferences should be conducted regularly--with struggling readers on a weekly basis and with other readers they should be monthly at the minimum.  Conferencing with students is also a great method of continuing the bonding process.
Routman provides a framework for an informal reading conference on pages 104-105 and a list of "child friendly" reading goals on pages 106-107.  He suggests keeping a list of the goals with you during the conference to refer to and group students with like needs.  As we are conferencing, we need to be intentional.  Ask, "what's most important to teach at this moment for this child to move him forward?"
Always have high expectations for your students including to do their best work, to reread when necessary, to do lots of reading of books they like and understand, and to comprehend on a deep level.

As we move our assessment thinking from ongoing daily informal assessment to more formal high-stakes assessment, we need to make efforts to make testing instruction part of our daily teaching.  We do this by teaching well and deep, using challenging material, make connections across the curriculum and to children's lives, teach explicitly, and make what is on the test visible to students.  The test are not going away so we need to learn to use them as best we can to help our students show what they know.

As we think about assessments we need to learn to make the assessment data helpful in improving reading achievement.  We have to learn to analyze it and use it to guide our instruction.  This is done through explicit teaching, ongoing accountability, teacher collaboration, vertical reading expectations, and more time spent reading.

So the next time we do reading assessment,  SMILE and learn to use the assessment for its intended purpose and to move your students forward in reading.