Jessica Manetta

Professor Sills
EDU 365
Book Review
Core Instructional Routines (K-5)
Judy Dodge and Andrea Honigsfeld

In classrooms whether it be kindergarten or the 12th grade in high school, teachers are meant to follow

standards and mandated curriculum of what is expected of them to teach their students. Many of times though some of

these standards are not essential in a students daily classroom routine. The book Core Instructional Routines, give

insight on different ways teachers have approached lessons of literacy in a classroom through speaking, writing reading

and listening. These routines given in this book show what is beneficial for students, things that did not work out and

how teachers can fix and add to what they already do in their current classrooms with students. Through ways of

allowing the student to use their own ability to understand the lessons through outside information prior to the

classroom allows them to relate and really be involved in the classroom. This book also emphasizes on the importance

of reading in classrooms whether that be group readings, independent reading or partner reading giving the student a

choice to read what they want or allowing the student to elaborate on what they read whether that be through writing or

presenting allows for a routine to maybe see reading as not so much exhausting and boring but something more

appealing and relatable. This book really allows for inspiration whether it is to a new teacher or a teacher looking for

fresh ideas to improve their classroom.

A classroom routine incorporates both disciple and structure for a student and this can help the student in

ways of focusing on the task at hand, remembering and recognizing things from past lessons relating them to current or

future lessons. One thing mentioned in this book is the Common Core approach to reading which seems to be more of

an emphasis on just reading with little to no enjoyment at all. Researchers based on this book have come to the

conclusion that for students this is almost a discouragement and allowing for students to make connections and

relations to personal opinions is more encouraging and appealing. With students who are discouraged or those that

struggle with reading making connections like this only allow for the student to develop a confidence in reading and

make reading more of a personal experience without feeling forced. This is important because reading as said in this

book is very important and through the teacher engaging in reading through charts and webs it allows for organization

whether it be through cause and effect, sequence or problems and solutions. Through these charts this allows for more

reading comprehension of actually grasping and understanding what the text is saying and not just reading the words on

the page. Making writing and reading apart of student routine allows for growth, through writing students can basically

communicate to their teacher more independently instead of speaking in front of the classroom. Student writing allows

for not only the students creativity and demonstrate their comprehension of a text or reading but also allows for the

teacher to see if the lesson is fully understood. Writing is something that can be used for organization, reflections and
summary’s. Allowing for creativity through writing can help the student reach his or her full potential also through

confidence feeling comfortable enough to say what they want through writing. Their could be a situation where a
student might feel shy or uncomfortable to speak in front of the class but through writing in a classroom journal or just

a free write it allows the student to express themselves freely.

Speaking and listening is another routine mentioned whether through listening to a read- aloud in class or

having the students participate in an open discussion relating to the material that was read. The book refers to speaking

and listening in a classroom allows the student to “elaborate and clarify literature, apply ideas to life and allow to

challenge and build ideas of other students”. Speaking and listening opens up students to participate through

questioning routines relating to a topic.