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Post by Mike on Sept 24, 2015 22:56:57 GMT
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Post by Noreen on Sept 27, 2015 22:50:32 GMT
I have enjoyed the book so far. The writing style and "manner" of the author are comfortable and relatable. I am incredibly impressed with her ready knowledge (and retention) of so many books. I am embarrassed to say that many, if not most, of the titles she references are unknown to me. I feel as if I need to get myself busy exploring these texts, especially those that she has found and listed to be 'essential' and enjoyable reads for her students. As I read the book, I am really taken by the simplicity of the notion of just reading. Is it that easy? I recall my own 5th grade experience in which we were to read as many books as possible...I think I finished 2. So does the specific requirement to 40 books a year make a difference? So far the author has underscored the importance of modeling and allocating time to read. These seem straightforward enough. But I am still hesitant to believe it is as "easy" as she seems to imply it may be to get the kids pulled into books. I look forward to further clarification on this point as I read on. My take away at this time is the immense value of just getting the students to read. As a teacher, I will need to insure there is time within the day to encourage and support this theme.
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Post by Kyle on Oct 1, 2015 2:44:36 GMT
40 books in a 180 day school year!? That is an impressive expectation for the author to have of her students and I'm amazed that her students are surpassing that number. So far, one of the most important things I've learned from this book is that the author makes, if I remember correctly, a half hour every day for her students to read at the beginning of class. It's not guided reading. It's not reading a class novel, it's reading for the sake of reading. She explains that in these ~90 hours of reading, just the practice is enough to get students testing higher and more importantly, becoming lifelong readers.
Her anecdote about that first book she made her students read as a novice teacher felt familiar to me from when I was that fifth, sixth, and seventh grader. We all read the same novel and answered the same questions, and the novels, more often than not, just sucked. If I ever teach middle school language arts I know I won't teach anything written by Avi. In my elementary classroom we will never read Island of the Blue Dolphins. The author was passionate about that first book she wanted to teach but it flopped. How am I expected to instill a passion in reading by teaching books that I find little value in? I intend to teach earlier grades so the time I have for free reading might be structured differently because of the types of books my students will be reading, but I love the model the author has in her classroom (and out of the classroom).
1/3 of Book Whisperer done and I look forward to finishing the book to gather more ideas to inspire my students.
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Post by Monica on Oct 1, 2015 16:49:52 GMT
I am also enjoying the book so far too! I thought that having to read another book this semester would be dreadful, but reading "The Book Whisperer" is bringing me back to enjoy reading on my free time. I feel more inspired to read at night instead of catching up on TV these days.
It is amazing how Mrs. Miller, encourages independent reading in her classroom. I feel that supporting readers with text that is interesting to them helps support their reading development as Miller discussed on page 25. The school I work at has 15-30 minutes right after after school starts at 8:30 designated for students to do independent reading from their books bins in every classroom. I think this is great and allows children to actually enjoy reading. Even in the 1st grade classroom I'm in, where students are still learning to read, they are able to sit and read books that peak their interest, even if it's some big science book about dinosaurs. It's getting the students engaged in reading. Miller does this too in her classroom, and with students being so busy with extracurricular activities, it's important for them to "check out" of real life and technology and get lost in some books. I like how Miller makes her classroom into a Reading Community. It's not a teacher lecturing about a text that students are forced to read. She has a vast amount of literature to share with her students, and it allows her to connect with each student in some way on a personal level, but also as book lovers. I also enjoyed how Miller was able to find books for her students that they might be interested in. I think doing an interest survey or even a "letter about me" like we did in class earlier this semester, allows us, as teachers to know our students, their passion, and interests. This is a great tool for encouraging students to be independent readers and enjoy reading.
As I mentioned before, I'm enjoying this book and can't wait to read more. I think i'll start reading while the students are independently reading too!
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Post by Regina Bartlett on Oct 2, 2015 0:11:59 GMT
I am really enjoying this book! When I had researched the three different books to choose from this one seemed very interesting and written from a positive point of view. When I started reading it I was immediately drawn in. The writer Donalyn Miller is very positive in her experiences with her 6th grade classroom and her strong beliefs about the importance of reading for everyone (including her and her husband). I love her idea of having the class read at the beginning of the day. I think that students seem more productive during these times (at least from my experience). I think it is also helpful to have this reading time scheduled into the day so that students know that when they come in they will do silent reading and can get right to reading without wondering what they should be doing (great way to start the day). I did wonder if when the students were reading if she was also silent reading almost to model the silent reading for her students. But I must say that I am quite impressed that her students read forty plus books a year. I don't think I even read that many books a year (sad to say that but it just seems like there is never enough time in a day).
Additionally, I love her ideas for the classroom library filled with books to interest all different types of readers. I think just giving students to opportunity to choose their books and then have class time to read them is amazing. It seems like students minds can just be immersed into their books (of choice) for the first thirty minutes and that while they are reading they are building their vocabulary, reading skills, prior knowledge, etc. On top of the students selection of books she also talks about the idea of getting away from the normal worksheets that accompany reading activities. It seems like in my school there are always worksheets for everything and students dread them. I like the idea of just letting their minds wander in their own books without having a structured worksheet to worry about filling in. I look forward to reading the rest of the book and learning more of her great ideas. Love the book. |
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Post by Kristen Dvorak on Oct 2, 2015 4:56:36 GMT
I am really excited to be reading a book about letting the students pick books of their own interest and using this as a central foundation in order to facilitate literacy in the classroom. I enjoy the author's easy style of writing and the way she makes you feel like you already know what you are doing, but you just need to keep tweaking it to fit the needs of each of your students. I can't wait to read more about setting up a practical classroom library and the key elements of a classroom that is totally geared toward interest reading and at the heart of that being or becoming a lifelong reader. I already have so many questions about my own teaching practices when it comes to engagement in literacy as well as good comprehension activities to build a community of strong readers that really enjoy a good book. I think that this book will lead me to some answers and also to more inquiry about the way in which I have structured my classroom in order to really focus on literacy and enjoyable reading experiences. I like how she uses different reading profiles in order to make you think about your own students and what they are feeling or doing when they are completing assignments. Miller already has me adding several new books to my "Must Read List" that I hope I have more time to complete sooner rather than later. I like that she makes me question what I am doing in my classroom and if there are more effective ways to be teaching reading. I really love doing more hands-on activities and lots of oral language activities with my students instead of paper and pencil tasks. I can't wait to have more tools in my box that will help me to be able to provide my students with individual activities based on books that they are choosing to read. |
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Post by Paulina on Oct 3, 2015 1:05:55 GMT
The first thing that really drew me in about this book is that Donalyn Miller begins the introduction stating that she is not a reading researcher, reading policy expert, and does not have a Ph.D. She states that her source of credibility is that she is a reading teacher who inspires her students to read a lot and become life long lovers of reading. This makes the book extremely relatable, and it was nice to read about her first year teaching and how although she put a lot of time and effort into planning a unit on a novel she loved and believed her students would love, it failed miserably. That was when she knew she needed to make a change in her approach to teaching reading, and helping her students be successful readers. She talked about transforming her classroom into a workshop where her apprentices (students) could hone a craft. She learned that being the best reader and writer in the room is not about power and control, but it must be a source of knowledge for her students to access while learning how to read and write. I thought the book frenzy on the first day of class was a great way to engage her students and get them excited to read the things that they enjoy. I am really looking forward to reading more of this book to find out what else the author does to make her approach to teaching reading so successful. 40 books or more a year is quite the accomplishment, and even though her students are choosing their own books, they also have excellent test scores to show that they are clearly excelling.
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Post by Veronica on Oct 3, 2015 15:58:41 GMT
I love the overall message of the book and I can relate to the author in the sense that I love to read too. Her enthusiasm for books and her ability to build trust with her students is what makes her so successful. I appreciate her stories that show how she applies the techniques she discusses in her book with students samples. Her message is to read, read, read, and then read some more but not only that, it's to let the students choose. If you give them the power, they will assume the responsibility. At first, I was thinking how does she have time to incorporate all this is expected of her to teach and give the students so much time to read? Of course, she addresses this concern by pointing out that "no matter how long students spend engaged in direct reading instruction, without time to apply what they learn in the context of real reading events, students will never build capacity as readers." It makes sense. I don't remember if I read this next thought in this book or in another but I remember reading that those students that are struggling in reading get more and more reading strategy practice and less and less time to read. It's absurd when you think about it. They are given the concepts but are not given the practice nor the ability to apply what they've learned.
I especially enjoyed her non-judgmental attitude about students' choices. When she talked about her student, Mary, whose favorite book when she started class was The Day My Butt Went Psycho and how she didn't make Mary feel bad for reading a less sophisticated book. Instead, she read the book too. It was more than just reading the book to get Mary to trust her, it's because Donalyn truly cares. She loves reading and she wants her students to do the same. There is no hidden agenda and the students find it easy to trust her. Oh and, they are reading at least 40 books in the process. What a win-win!
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Post by Noreen on Oct 19, 2015 23:12:34 GMT
I have really enjoyed this book. I found it to be highly motivational. It has made me rethink teaching Middle School - I had ruled it out. The big take-aways for me are to question traditional methods and really consider what is most effective in getting students to read. I see the importance of setting aside time in class to allow the students to do just that - read. I will also double-think any activity or exercise I plan and ask myself, "What is the real value in this?" "Is it worth replacing time to read?" It makes sense that hours spent in actually reading is the best method to develop that skill. Another take-away is the self reflective realization that I do not have the wealth of book knowledge I will need to guide students to match their interests. I know I need to be a better model. I have already tackled two of the books on the student supplied recommendation list - both winners. I appreciated Ms. Miller's inclusion of industry sources for book recommendations (page 115). I will use these tools in my teaching to stay current on what books may be of interest to my student readers.
I was recently at a social event that placed me across the table from a 7th grade ELA teacher. We had never met prior to the occasion. I asked her if she had read the "Book Whisperer" to which she gushed that she LOVED Donalyn Miller. My natural follow-up question was, "So, do your students read 40 books?" She gave me the oddest look, wrinkled her nose, shook her head and said, "Oh no, they would never read that many. I am lucky to get them to read a half dozen." Well, that burst my bubble. I thought "WWDMD" (What would Donalyn Miller do?). Perhaps one of the downside's to Ms. Miller's approach is that it is not yet universally applied. I suspect that each of us will have a bit of a battle in chiseling out time for in-class reading. I found it incredibly helpful that Ms. Miller presents the traditional approach and then juxtaposes it with alternative methods. I feel better prepared to defend my position (both to myself and others), if needed, in scheduling time to read in class.
I think one of my favorite quotes is towards the back of the book where Ms. Miller discusses reading as a gift: "Reading allows us to travel to destinations that we will never experience outside of the pages of a book. Reading is a way to find friends who have the same problems we do and who can give advice on solving those problems. Through reading, we can witness all that is noble, beautiful, or horrifying about other human beings." An inspiring book, all in all, and one full of good tips for a new teacher as well as an experienced teacher. I don't think Ms. Miller left a question unanswered for me. This book presented a very different approach to reading, as silly as that sounds. How refreshing to be encouraged just to read.
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Post by Veronica on Oct 20, 2015 14:49:30 GMT
I really enjoyed reading The Book Whisperer. It is obvious that Donalyn Miller cares about her students and loves reading. Her authenticity makes her an effective teacher.
Big takeaways:
1) Get the students reading by any means necessary and in every possible moment. Reading is the key to develop current skills and prepare students to be lifelong readers. Reading will increase students’ reading ability. The quote on page 51 states “no matter how long students spend engaged in direct reading instruction, without time to apply what they learn in the context of real reading events, students will never build capacity as readers.” Whoa.
2) It’s all about free voluntary reading. Student choice is crucial; it builds ownership and internal motivation. The rights of a reader on page 75—LOVE it. Also, it’s ok if the books students choose are not award winning books. Trust that students are capable of making the right choice for themselves.
3) Teachers can give up control and believe in their students.
4) Be a reading role model for my students. My personal view of reading will be reflected in my teaching.
5) Keep thinking to myself: What is the ultimate goal? This drives what I do on the way to the goal.
Implications for instruction:
• Use every available moment for reading: she mentions reading instead of warm up activities like editing exercises or writing prompts, or reading while waiting in line on picture day.
• Rethink traditional practices like book reports, popcorn reading, and whole class novels. Just because teachers have done it this way since they began teaching doesn’t mean it’s the best way. I can choose to try other things.
• Connect with students; value them as decision makers and respect their tastes. I think of Mary, the students who loved the book “The Day my Butt Went Psycho.” Miller honored her taste by reading it and was able to connect with the student as a result. Empower them to choose.
• Reader’s notebook discussed on page 96—again, I like how Miller makes one for herself every year. She is a model for her students and I will be one too.
• I had the opportunity to reflect on my own personal view of reading. I don’t have to separate “fun reading from school reading.” I love the quote on page 108: “the instructional edge goes to the teacher who sees reading as a gift, not a goal.” I also appreciate that she calls out teachers on their lack of reading. I will read books that my students might like or ones they would never choose for themselves but are surprised they enjoy.
• I can make changes when things aren’t working. Keep the goal in mind. An example in the book was the reading log. First of all, I think the fact that students were comfortable sharing what they really thought is evidence that Miller has built trust with them. Once she realized the reading log wasn’t serving the intended purpose, she got rid of it. I need to listen to my students. Are the things I’m doing working as I intended?
Points you’d like to challenge/question:
• She gets a 90 minute block for reading time so she gives her students time every single day for independent reading. By spring, she has them reading 30 minutes of independent reading time. How would I make that work in an elementary school? What if I don't get a 90 minute block?
• She’s able to teach reading skills in the context of what students are reading currently. What does that look like?
• If there’s research that states time for reading is so important why don’t more schools devote more time for it?
• Wondering how she teaches grammar in the context of books students are reading. What is she actually doing?
• How do we make this a cultural shift in our schools?
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Post by Veronica on Oct 20, 2015 15:00:11 GMT
Noreen,
Some of our takeaways are similar. I think that questioning traditional methods was a great one. However, I worry that being the 'rookie' I will let myself be pressured into doing what everyone else is doing. I must remain strong!
I share your idea of reading books on her list. What two books did you read? I'm actually reading a book that was on Miller's bookshelf on Goodreads.
I was sad to see that the 7th grade teacher didn't apply what she read even though she claims to love Donalyn Miller. Why do you think that is? I wonder whether Miller's approach only works for her. What is the missing link between what she does and how we can apply it to our classrooms?
Veronica
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Post by Monica on Oct 20, 2015 16:59:41 GMT
Like many of you, in our reading group, I too have enjoyed reading The Book Whisperer. As a book about how to get students more engaged in reading, it kept me well engaged too! Which I was surprised when I finished the book. I felt inspired to become a more avid reader myself, and become a reading model for my future students from this book.
Some things that peak my interest were student surveys and getting to know the students in your class. I believe this is essential for a teacher to understand their students, the students’ strengths and weaknesses, and what they do and don’t enjoy about school. I also believe it’s important to break free from the “norms” of a classroom. I really liked the part when Miller discussed classroom novel units, and how inappropriate they’ve become. Every student is different as a reader. I, myself, having had to do all of those fun book units in middle and high school didn’t mind reading the books. But I do agree that students may have read them, the book isn’t appropriate for all students’ reading levels, and dragging on with different unit activities can be boring for students. Teachers should allow their students the freedom to choose what they want to read, and the teacher should trust them with their reading ability. Comprehension will show through the interest or distaste the student has on their books they choose to read.
As a teacher, I hope to incorporate many of the things Miller does with her students. I want to be a model for reading for my students. I want to connect with what they’re reading these days. Miller discusses how she enjoys reading young adult books, because they always end “happy”. She also identifies with her students, by explaining how she isn’t always a “good” reader. When she read The Time Traveler’s Wife, she had a hard time flipping back and forth from time periods. It’s important to be authentic with our students, and to let our guard down. They become more confident in themselves when they know not everyone around them (including teachers) are perfect.
What my final thoughts are is what if I teach in a school that doesn’t value independent/free choice reading? It seems that if I teach in a discipline such as Social Studies, it will be a lot of extra work to find different articles and text to coincide with the curriculum or maybe not? Clearly, as a first year teacher, it will take a lot of trial and errors to see what works best with what grade I am teaching. I do believe that children should have a time block to read on their own. I do believe that students should be able to choose what they want to read. And I do believe that teachers need to tap into their own self as a reader to be the role model many students need.
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Post by Monica on Oct 20, 2015 21:55:44 GMT
Veronica,
I enjoyed reading your "points you'd challenge/questions" section. You make a good pout about being in an elementary school setting if we will have that time for students to do independent reading. The school I'm at allows students to read their "read to self" books for about 15-30 minutes every morning. What I don't see are the teachers taking time to "read to self" too. I think it would be great to see the teachers model the reading. I started reading The Book Whisperer in my class while the students were doing "read to self" and they were amazed that I was reading along side them. It appeared to me, that they also seemed more engaged in their books too. You also touched upon how students need to take ownership and develop that internal motivation. I think that is crucial in any classroom! Students should take pride in the work they've accomplished but also not feel defeated when they abandon a book, as Miller would put it. It seems like students have a lot of pressure on them in school, and reading should be a fun and enjoyable activity for them to do in school and in their free time.
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Post by Noreen on Oct 20, 2015 22:05:02 GMT
Veronica,
What a comprehensive post! Lots of food for thought. I do struggle with that 'complete release of control' and I don't believe I could always trust the student to make the right choices. I need to work on that, don't I? I suppose Ms. Miller did insert some limits by placing genre requirements. That idea would address my concern that a student might pick nothing but comic books. I have to ask myself, "Would that be all bad?" You really underscore the importance of letting the student have a voice in making their selections. Thank you for emphasizing that. One of the two books read was not "The Day My Butt Went Psycho", but I think it really made Ms. Miller credible in that she was willing to read the book herself. What a great message - again, being that model you spoke about.
The two books I read were "Girl in Blue" (I guess that was referenced within the text) and "Soldier's Heart". Both historical fiction based on the Civil War, both about young adults signing up at age 15-16 to serve in the Union army. I was thinking about the Civil War for my Disciplinary Project. I did enjoy the books and they were a quick and interesting read. One offered the perspective of a young woman, the other of a young man.
I think the 7th Grade teacher I referenced was too entrenched in the "traditional" way of doing things. She taught in a smaller town in Wisconsin and noted there was no diversity in her school. It might have been outside her comfort zone to shake things up. I think we as newer teachers have the advantage of coming off current, research based instruction that arms us with some new tools. As well, I believe in what Ms. Miller is suggesting based on my own experiences. Did you have those group reads in school? Did you get much out of them? I didn't. And I have often questioned the value of some of the worksheets and exercises we have done in the name of learning (I still question the value of that "which colors did we see first" exercise in Social Studies. Oh my!). I was never a reader myself, or encouraged to read. Now that I make a habit of it, I find that I am more efficient at it and I actually do enjoy it.
We can do this! Although, if we end up with a 2nd grade class, we may not have the same opportunities for application. What do you think? Is that one of the limitations? Grade level? The book has definitely put me in the frame of mind to re-think value of time spent on exercises that just seem like fun.
Thank you for your comments and thoughts.
Noreen
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Post by Noreen on Oct 21, 2015 3:25:08 GMT
Monica,
I had taken your recommendation and checked out the "Time Traveler's Wife" before reading Ms. Miller's comments about her struggle with the time period switches. I haven't started it yet. The "challenge" actually has me more intrigued. I agree with your assessment of Ms. Miller and her willingness to show her authentic self - a good model for us, as readers and teachers. I think it was Tracie that made a reference in her first post to one of the book's earliest chapters and the "Reader's Rights". I found that sort of empowering - I always felt a little guilty about "quitting a book" or skipping to the end. As you noted, I do like how Ms. Miller identifies with her students (I include myself in that group having now read her book) with her honest reflections.
I had only thought about the independent reading block in the context of a language arts class. I had not thought of how to apply some of the book's ideas in another content area, like Social Studies, as per your example. Good point. Science and Math - perhaps even more limiting? I gathered from the Book Whisperer that it took time for Ms. Miller to assemble her library and develop her ideas and teaching methods. I expect it will take me some time to become familiar with what might be available and of interest.
Like you, the book has motivated me to spend a bit more time reading for leisure. I enjoyed your comments.
Noreen
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