Books in a Series

I like the idea of supporting reading from a series to improve fluency and comprehension (Routman, 2003). When students read books in a series the style of writing and sometimes themes continue making comprehension and fluency not just easier in a way of quickness but in a way that can support students motivation to read and to keep reading. This to me is the big bonus; students reading books that help keep them motivated to read.



In my literacy class and at my main placement I see students who are not motivated to read even though it is modeled by the teacher and the teacher shares their own reading experiences. The idea of series reading could be plan B for helping students become engaged in reading. I also like the idea that Routman points out, of starting with any form of reading to later in life support more deep reading such as the classics or books that may take more thinking as a reader to understand (I too grew up as a closet romance reader until just after undergrad). I identify and can easily see how this can help students, coupled with the idea of series reading, to become life long learners through reading. Ultimately this can help with the transition from learning to read to reading to learn!

Reading Comprehension

At my main placement as a class we are reading The Cay, in which my master teacher uses think alouds very effectively. She has students use thinkmarks which is similar to the sticky notes or note cards that Routman talks about. As students read they write on their thinkmark if they have a connection to what they just read, a question, prediction, inference or any other thoughts that help students comprehend the story better. The first four chapters my master teacher has been modeling and doing it with students, basically doing the demonstration and shared demonstration of the optimal learning model. I appreciate this technique the most because we have many ELL students as well as behavior disabilities in our class. The combination of demonstration and shared demonstration really helps ALL students comprehend what is happening in the book.

Overall I think Routman would like what my teacher is doing, as once they are done with the first four chapters students then read on their own but can listen to the story on tape while they read. Once the first four chapters are done the teacher uses literacy circles as a way to scaffold to help students and check for comprehension. As this seems to move to the guided practice and independent practice part of the optimal learning model I think Routman would appreciate the transition and level of differentiation that occurs with reading comprehension this way.

Overall Cooper may still have some mixed feelings. My master teacher does use implicit modeling and explicit modeling but I am not sure to what extent Cooper would like the structure that she has developed. Cooper makes a statement that when modeling, most will be implicit. I think my master teacher found a way to make her modeling both explicit and implicit but more on the explicit (think aloud) modeling as she is directly "showing and talking with students about what is being modeled" (Cooper 2007 p. 157). When my teacher transitions to literacy circles would this then be considered part of Cooper's implicit modeling? I think so as students are now more independent but the teacher is not modeling to them unless perhaps they are in their literacy circles for discussions. I think then, the implicit modeling according to Cooper would only be prevalent when students are in their literacy circles. I wonder what Cooper would think about the other students working independently as one could argue that neither implicit or explicit modeling is occurring at that point.

Reading Conferences

Routman writes, "It is our job as knowledgeable professionals to ensure that our students are reading what they are supposed to be reading that means that they are effectively using phonics, word analysis, comprehension strategies, and whatever else they bring to the text to understand it. Otherwise we are squandering precioius time."

The above quote resonates with me as it gives the reasoning behind informal reading conferences. As teachers we are not here to simply get children to read or even teach them to read but help with the transition from learning to read to reading to learn. What I also appreciate about reading conferences is that students could pick their own goal for reading make a picture in your mind to help with comprehension, think about why characters act and behave the way they do and many more. I also like that the idea of reading conferences fits it with an optimal learning model of responsibility slowing switching from the teacher to the student. Reading conferences can help with this transition as the teacher helps students focus on certain skills within reading but giving students the autonomy and some of the responsibility by letting students pic there own goal when reading and working towards that. I also like how in general students just get to share what they are reading and in turn I would think teachers can get to know their students better. Overall I feel that the process would also support more student confidence in themselves as readers as students set goals of their own choice and reach them with perhaps some guided help from the instructor.