Response to Nancie Atwell’s The Reading Zone, Chapter 5.

If teaching reading strategies and implementing those expectations (practice) “distracts them from the pleasures of the reading zone” then I may have to take that risk at first then incorporate the enjoyment of reading. I don’t believe that teaching strategies does that. Of course there are students who would rather do nothing, all day, but those are the students that in “the reading zone” most likely (from many of my own observations) just stare at the pages of their book, or the clock, and have no real recollection/comprehension of what they’ve read right after they’ve read it. YES, I want students to enjoy reading and find reading enjoyable, but, as a teacher, no, as a person who loves reading and realizes how important it is to EVERYTHING, it is important (and part of my job) to implement strategies that improve student comprehension and reading skills. Atwell quotes research from 1987 (p.52/53) but the strategies approach wasn’t in heavy practice until the 1990s, so, the research quoted seems to meet the needs of the topic for the author, not true research as applied in the classrooms in the ‘90s and since. While I am not someone who only reads novels to my students then gives them a chapter quiz and moves on, I do feel that creative teaching and usage of the strategies is so important; my students are evidence of that. True, not all of them liked having to do anything at first, but once they were used to applying the strategies, I saw an amazing growth in them AND they began making those applications ON THEIR OWN as they read “in the zone”. Allowing students to make application on their terms, set their own goals, helps to keep them “in the zone” when they do read. Additionally, it uniquely allows students to own their reading AND learning experiences by steering the direction in which they go (in learning applications).

Chapter 4 Response

The most essential piece of information I gathered from chapter 4 involved Atwell's comment, "To make reading easy for students, the bottom-line requirement is an inviting classroom library, organized so it's simple for chidren to find good books and return them" (37). Atwell goes on to say that she shelves over 1,200 books alphabetically by authors' last names in bookcases labeled in inviting categories. While I'm happy to say that my classroom library has increased due to the $500 all Communication Arts teachers received to buy new books, my library is miniscule compared to Atwell's (I think I probably have 150-200 books???). How awesome would it be to have 1,000 books in one's classroom library, along with shelves?! While I think we are making great strides in developing students' passion for reading through the building of classroom libraries, it would be nice if more monetary resources from outside funds could assist us in our quest to buy new books.

Chapter 3 Response

While chapter 3 included some key points involving students' right to choose their own books, one practical idea that both classrooms and libraries could implement includes each grade level having its own "books-we-love" case or stand (Atwell 33). This simple idea would interest a great multitude of students who get a little intimidated when traveling to a library with hundreds of books to choose from. Maybe creating a "books-we-love" poster in the library might also help guide students in selecting books.

Chapter 2 Response

One of the most beneficial pieces of information from chapter 2 was the "top ten school conditions" that Atwell's students stated made them most engaged during reading. While I'm happy to see that I am implementing some of these conditions, I know that I could improve. Two particular conditions I could improve on involve "comfort during in-class reading time" and "individuals' conversations with the teacher about their reading". I try to provide a comfortable classroom during reading by dimming the lights and playing soft music in the background; however, my room is sincerely only large enough for one bean bag chair and one body pillow. I wish I could provide more comfy furniture to create more of a relaxing environment. In regards to the conversations surrounding students' books, I need to improve. I feel like so often my time during S.S.R. (reading zone, essentially) involves taking attendance, catching students up on missing assignments if they were absent, and conferencing over other classroom assignments.

Chapter 1 Response

Chapter 1 seemed to be very similar to the Atwell article that prefaced the start of the book study. One particular comment from Atwell really spoke to me: "It can take a physical effort to cross the boundary. And then they're fully themselves again. They yammer at me and one another about books, overstuff their backpacks, forget to put away the beanbags, and slam out the room to their next class" (Atwell 12). Atwell is referring to students being completely transmitted into "another world" during daily reading zone opportunities, which is something I most certainly notice when we transition from S.S.R. (same thing as reading zone) to our Writer's Notebooks during class. I often have to remember that sometimes it takes students a little time to switch gears...and this requires patience on my part.

Response to Nancie Atwell's The Reading Zone Chapter 4

I do not believe that all children learn to read (better) simply by reading. In an ideal world, students would learn the read well and to love reading just by reading a book, however, if that is the only model utilized in teaching reading, a lot of children will be left behind. I still believe that incorporating a lot of different methods for teaching reading is valuable in the process of growing as a reader. One of those is providing relaxing reading time, and plenty of it. However, I believe that direct instruction and practice of specific reading comprehension skills is vital.
I am not a fan of using novel sets in the classroom UNLESS it’s used to create “family” reading and for group discussion and teaching skills. Novels can provide ongoing rich text to reference that EVERYONE is familiar with. However, I believe novels are best when coupled with choice reading, or the workshop model. I believe it’s vital to allow each reader their choice, as well as monitor growth and differentiation; this is hard to do when everyone’s reading the same novel. However, great literature and reading enjoyment as a classroom family can be absent from students’ experiences in reading if novels are completely removed. As a student, I would not have picked up some of the rich literature I was introduced to if I had not had the opportunity in classes where we read novels. In addition, reading as a class allowed for wonderful “book club-type” discussions. I remember, even kids I wouldn’t have suspected reading the required text, engaging in debate and intelligent conversation about the novels we read as a class. So, as in every good thing, finding a balance of the best things seems to work best. Incorporating readers’ choice, discussion time, plenty of reading in “the zone”, direct instruction and practice of skills, and ample reading materials to meet various needs and interests will provide for a successful reading classroom forum.

Response to Nancie Atwell’s The Reading Zone, Chapter 3

I’m all for student choice and student involvement in setting classroom expectations. However, in the book’s reference to “The Reader’s Bill of Rights”, I think it would be difficult to manage this with students (sometimes too common) that are just trying to get out of doing anything. Okay, I already know what the response is, question asked, question answered: If I take that opportunity to conference, check status, and engage those “less-than-ideal” students, problem solved, right? So, with those students, what are the thoughts (within this model of thinking) about imposing “musts” on them during one-on-ones, if the particular students isn’t trying or growing? How about this: incorporate the choice model AND include direct instruction with skill sets so that both are a part of the classroom?
I love the idea of a reading survey; I think it’s a great way to get to know your students and make them feel involved in their education. Often times, throughout the school year, I’ll pole the class for suggestions on activities, titles to purchase, topics,…I’ve noticed that in the beginning there were those “less-than-ideal” students who gave answers they knew were unrealistic, like “Talk all day,” or “No work at all,”…I got frustrated at first then decided to meet them head on. I started responding with “Okay, here’s what we’ll do, activities that require sharing,” or skill review in the form of games (rather than work). It was fun, messing with them like that, but in turn, I noticed those “less-than-ideal” students started giving “real” ideas for classroom involvement. Happy accident I guess.
There are things I’ve tried within the Reader’s Workshop model thinking it wouldn’t work and wasn’t realistic but it ended up working really well. There were other things that didn’t work as well. I have realized that, at some point, I will have to figure out the most difficult part of the model, giving students the run of their learning, administering and tracking actual learning that’s taking place.

Chapter 4 response

I highlighted chapter 4 as I was reading through it. The essential idea in this chapter is choice for our young readers. I agree with Atwell in this area. I do believe this is important. I believe we are headed in the right direction in trying to create our classroom libraries...thanks Kelly!! I would like to think that by the time we are finished - we will have the recommended 20 (or more) books for each student.
I also like how Atwell used the reading inventory at the beginning of the year. I have used something similar - but maybe not as effectively. I will keep this in mind for next year.
I also highlighted the part where Atwell made the comment that she, "suffers enough English-teacher guilt about the perfect, impossible job I should be doing." I can relate 100% with this statement. There never seems to be enough time to do all that we are asked to do...so I am going to try to do what she suggests and let the kids suggest books through book talks. I think it's a great idea to allow the students to have such an impact on the classroom discussion of books. Let's face it - they are always wanting a say in how things work in the classroom - here is one way that we can allow them to help!!
One last part I want to comment on is from the last part of chapter 4. Atwell states, "students should read for the joy of reading." Wow...isn't this what we have all been saying?!?! Giving students an "assignment" each time they are reading their independent reading books is not just letting them read for the joy of reading...at least I don't think so!

I truly enjoyed reading Tammy and Renee's response and I encourage Gina to join in with us and be a part of the responses. We want to know your thoughts as well.

I agree with Renee that we are on the "front lines" of our classroom. We are held responsible for the learning and the education of our students. As teachers of our classes, we are the ones who develop relationships with our students (see Tammy's response when she refers to her literary relationship with her student) and alter our instructional strategies to fit these very diverse learners. I am not one for "one size fits all" instruction. Never have been, never will be a fan.

I encourage you to read Kelly Gallagher's "Read-A-Cide - How Schools are Killing Reading in Schools." It is profiled in Voices From the Middle (Feb. 2010) which is an NCTE publication. He does believe in many of Atwell's philosophies, as do I, and he also believes that we need to teach our students to read difficult texts and novels through whole group instruction. It's what I've been saying from the beginning - there can be and is a compromise to student-selected texts and curriculum novels. I am reading his book along with reviewing Atwell's book (I read her book long ago). We need to pull from several resources before changing curriculum or instructional strategies in our classroom. We don't have to use just ONE strategy for our students. Why would we? As one of my literary e-mail pals recently wrote to me: "We are so willing to buy into "The Next Big Thing" as the one element that will change/enhance/increase student learning in our classroom." She sits on the board of the Newberry Book Awards and I have to believe that what she says comes from years of practice and expertise in the area of adolescent reading. She is a wonderful resource for me.

Keep up the good work in your classrooms - I am impressed with the dedication, focus, and expertise of my colleagues here at PCMS and I'm honored to be a part of this fantastic group. With the changes we have incorporated into our classrooms this year, it's time to step back, reflect, and pat yourselves on the back.

Chapter 1 response

I thought the first chapter of the book pretty much went through the same stuff we read about in the first article and that I already commented on. So I am going to respond more to the things we talked about the other day in our PLC discussion.

First of all - I want to say that I think we are all huge fans of getting our kids to love reading! It's the "how to go about doing that" that seems to be our biggest source of frustration. I, like Tammy, believe that letting the kids have that extra time in class to read - JUST FOR PLEASURE...is what is going to create the life-long readers! This is where I struggle with the reader's workshop part of giving kids "assignments" to do while they are reading their independent reading, SSR, whatever you choose to call them... books. I believe we need to give them the time to read just for the enjoyment of it...and that the other turns them away from it!

We also discussed AR and how we feel like that fits in to what we do...we all agreed that it doesn't fit. I really think we need to bring this to the forefront and try to get away from having to do this for a grade! I don't think it is in our students' best interests to continue the AR program the way it is set up for us now. Atwell talks about personal selection for the kids...not being bound to something that is AR opens up even more personal selection!

As far as how to create the environment that Atwell talks about, I think we each need to find what works best for us and our own students. What works for Mikki or Kelly, might not work for me. This is why I have kept coming back to us being the professionals in the classroom, who know our students the best - those on the "frontline" and we need to be able to use our arsenal of teaching techniques as we see best fits our students. With that being said, I think it's important to note that it could be something different between students and from year to year! So...I guess what I am saying is that the models are good to have to draw from - but can't solely be relied on to work 100% of the time with 100% of the students! Best practice would be for us to look at many different options...not just one.

Okay...just got off my high horse...sorry! But the more I read Atwell - the more I realize that I agree with some of what she says, but not all - AND I THINK THAT AS THE TEACHER IN THE CLASSROOM...THAT SHOULD BE OKAY FOR ME TO DO! I see it like this...no one tells our math teachers the best way to teach 2 + 2 = 4, or how to teach a big concept even like geometry or algebra. They are able to try one way and if it doesn't work move on to what does!