Ensuring Excellent Readers

Regie Routman has a great list of things to do to ensure that students become good readers. I have been able to see most of the list in action within the classroom but I would like to see how to evaluate students on a more regular basis. I find that time becomes an issue with this expectation. The struggling students are worked with on a regular basis and they are the ones that really need the extra time. I would like to know how to evaluate and challenge the students who are above average and give them equal time to ensure that they do not become bored with reading.

As I have observed many, many classrooms this year, one part of the classroom always catches my eye, the class library. Yes, every school has their big library but I am constantly amazed at the collection of books within the classrooms. In every classroom I have been in there are at least (usually more) two bookshelves filled with an array of books. Some are more organized than others, which I see being an important part of having a classroom library.

The class I am in for my main placement has an amazing library. Each basket is labeled with the author of the books or the subject/content of the book (like animals, holidays,etc). This way if the students enjoys reading a certain authors books, say Kevin Henkes, then they know to go directly to the basket with his name on it and find one that appeals to them. The students are allowed to check out books from the classroom library once a week and then a few students are in charge of returning the books to the correct baskets once they are returned.

Giving students time to read is also very important. I sometimes question the silent reading time that the students are given and wonder how to hold them accountable for their readings. I tend to see students day dreaming during reading time instead of them investing their time actually reading.

Spelling

In the first grade that I am currently working with there have been many discussions about spelling between my MT and me. We have discussed wether spelling tests should be given to the students or not. My master teacher does not administer spelling tests and says that there is no evidence that says spelling tests make the students better spellers. Reading the Templeton article brings some light to that statement. The article stresses the importance of the students learning patterns in spelling and therefore once they learn the patterns they will then be able to improve spelling.

I have observed a different first grade class which administers spelling tests every Friday. The only difference about this spelling test is that the students are able to self-select their words. The beginning list is compiled of site words that they should know but most are the words that are hard to decode through letter sound (they are spelled differently then pronounced). Once the students have mastered the words they are allowed to move onto a different list that progressively gets harder. The only problem with this is that I don't see the patterns within words being taught.

I tend to lean on the side that says that spelling tests are important and sometime repetition in practice can stick with the students. I like the idea stated in the article about if you choose to test students that you need to be teaching the patterns found in words. Once the patterns are learned then the meaning of the words can become the focus.

At the beginning of the year I was able to assist my MT in the qualitative spelling inventory of her students. The inventory told us so many interesting facts about where certain students in the class were. Are there a variety of inventory tests? This allowed us to not only see which level they would be in writing but had some connections with their reading level as well.