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Post by Noreen on Oct 25, 2015 1:14:17 GMT
Paulina,
Your pulled out some really great points in your summary post. You sound like you will be a great model to your students as someone who truly does enjoy reading. One of the things that struck me while reading the book was Ms. Miller's reference to the number of students that came back to visit her. Even though they generally commented on the lack of reading support after leaving her class, I thought it was noteworthy that they seemed to care that the reading was missing....and that they felt compelled to visit Ms. Miller again to talk about books. That was heartwarming and really spoke to the impression she made on her students. Based on her example, I think any effort we make as teachers to foster a love of reading will help students into the future, whether it is the immediate future or not. I anticipate you will have that kind of impact.
Thank you for making reference to the "book commercials". Yes, what a great idea and one that really emphasizes the importance of time management and getting the most out of any classroom activity. I enjoyed reading your post.
Noreen
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Post by Kyle on Oct 25, 2015 2:19:30 GMT
Regina,
I also interpreted that she spends the time talking with the students. I do think at the beginning of the year, though, she models reading for the students. As the year goes on I'm assuming she also spends time reading with the students to model different literary elements the students should be reading for or learning and finding ways to identify them.
I also suppose journals could be difficult to keep up with, but if the teacher only reads a few each day, I don't think it would be difficult for her to get through all of them throughout the week. It surely is something different, but this strategy reportedly gets consistent results. Thanks for the questions and thoughts!
-Kyle
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Post by Kyle on Oct 25, 2015 2:39:53 GMT
The Book Whisperer Oct 22 Big Takeaways Make time for reading in your classroom, as she said in the book, ‘choosing not to read is never an option.’ 2 hours is mentioned as time to make during the week for students to read, she is a 6th grade teacher. The goal was to create a lifelong reader, to help the student love reading, not just to read to take a test. Create a Culture for reading, be the role model, be the Master Reader. She suggests to steal time for reading, for example, morning work, instead of giving endless worksheets, have them read. When waiting for a bus, have them read, interruptions in class, have them pull out a book. As she says “reading is what we do, always, everywhere, it becomes the heart of a class’s culture.” Make library time a big deal, make sure they learn how to use the library. Have plenty of books on hand in the classroom. Have a space for reading. They had a donated sofa in their class they named “Aunt Fanny”. Student choice is key, another quote I like and agree with is “Readers without power to make their own choices are unmotivated.” Empower your students, and give them the responsibility to make their own reading choices. Within the choice she had book requirements within certain genres and amount of books to be read in each. The goal for the year was 40, they didn’t discuss what would happen if they didn’t reach the goal. She held high expectations for her students. I like the way she described Teachers approach to reading. P. 109, I’m paraphrasing, one she labeled aesthetic stance to reading. Those who saw reading as an emotional and an intellectual journey. An inside out approach. The other she called a skills based approach. Those who see reading as a goal, not a gift, an outside in approach. More of a need to be able to read for school and life. Rather than a want, or a love of reading. Implications for your instruction I really liked this book, there are so many great ideas to carry forward to the classroom. Currently I am in a 2nd grade class in my Practicum. In the class the Cooperating Teacher has a Languages Arts block with rotations. There is 13 minutes of choice time daily, there is a lot of books in the room. She has a designated reading area with pillows and rugs. There are shelves and baskets of books for the students to choose. She also has a 13 minute block of guided reading, with a book of her choosing, and in 3 groups according to level. Making time each day, every day for choice reading is manageable, whatever the amount of time, of course longer is better, but even 10-15 minutes a day is valuable and important. I think the younger the grade the more important to encourage reading, and do what you can to create a love of reading in the child. I like the suggestion of using reading as the go to for a time filler, as opposed to busy work, such as morning work. Points you’d like to challenge/question As new Teachers, we may not have the freedom or autonomy that this author had to structure her class around reading. There will most likely be programs to follow or other requirements we have to follow. Another challenge is she mentioned one student who would only read one type of book, Science Fiction I believe. She kind of glossed over it, and I challenge that at some point, he will have to read and understand text that is not his choosing. It is important that students be challenged and expected to learn to read and comprehend all a variety of types of text. Tracie, Your practicum class sounds like a great learning environment for your students. It seems like 13 minutes is a short time, but as I'm sure you've figured out, 13 minutes can be a long time for a second grader. It's great that your teacher is helping your students build up their stamina. Is it a sustained silent reading program? Drop everything and read? Or just a regular part of her Language Arts lesson? What sort of books does the teacher have the students reading at this age? In the class I'll be student teaching, one student asked me if I read Hatchet by Gary Paulson which is closer to a fifth or sixth grade level. I'm interested in seeing what he'll be reading in a few years. I don't know if getting that autonomy would be as difficult as it seems. Presenting to your principal the research or empirical evidence behind your reasoning should sate his or her questions. I can see problems arising if your district purchased a boxed curriculum and they're really pushing whatever Scholastic or Pearson packaged. -Kyle |
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Post by Regina Bartlett on Oct 26, 2015 3:04:53 GMT
Regina, Your take-away list is great. Really. I like that you mention it is important to be honest with your students about the kind of reader you may have been as a student. My history as a reader is not noteworthy. In fact, I think I would have said "I hate to read" as an elementary school student. I like that you think that is okay to relate that kind of information back to the students. I think it was Ms. Miller's natural, very open and self-reflective manner that made the book so appealing. I know how good I felt when I read that Ms. Miller skipped words, jumped around in the text, etc. - I thought, "Wow. its not just me." I can imagine what a connection that would make with students to share more about ourselves as readers. Again, great take-away list! Noreen Noreen,
My history as a reader is also not very good but I think that the author is right in letting kids know that. I think that they think is they are not good at it now that they never will be and I think it is a good way to show them that's not always the case. And your right when she talked about it being okay to skip over words you didn't know it also made me feel good like I also wasn't the only one.
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Post by Veronica on Oct 26, 2015 17:26:21 GMT
This book was really wonderful. The author's writing style made it both quick and fun to read. I love the way she writes so much - it's like I can hear her talking to me. She has really inspired me to find more creative ways to make sure that my students are "stealing time" to read as often as possible. I would highly recommend this book to any teacher: new, seasoned, content area, elementary, intermediate, middle school, high school - I could go on, but you get the picture. Big Takeaways: *Read, just read. *Take any and all "wasted instructional time" and use it to encourage students to read independently. Students can be "trained" to read during interruptions, while waiting to do certain things, when they have finished their other assignments, when there are just a few minutes left in class, etc. etc. *It is so important to model being a good reader to your students. When they see you reading and hear about your experiences with reading, they are so much more likely to engage in and enjoy reading themselves. It is equally important to share your struggles with the reading process. This lets students know that they are not alone and that you too have your difficulties when reading certain books. This makes you more real and approachable and it also encourages students to keep at it even when things get tough. At the same time, it lets them know that it is okay to stop reading a book if they are just not interested, not getting anywhere, or are just plain done with it. We do not have to finish every singe book we start. *Build your classroom library not only with your own selections for reading, but be sure to include your students interests, opinions, and suggestions in your library. Always make sure there are so many choices of books to read that each individual student must be able to find a book that suits them. *Talk with your students and respect them. Let them know that you are in this together and that you love reading, you struggle with reading, you use strategies, you know that they use strategies, you want to talk about what they are reading, you are interested in them and what they are reading. Implications for Instruction: *Set aside at least 10 minutes for students to read books of their choice independently. I only see students for 40-80 minutes a day and I would love to give them more time (maybe set aside a specific day for reading), but I think 10 minutes is an attainable goal and will improve their listening, speaking, reading, writing, literacy, and critical thinking skills so much that maybe I will end up setting aside even more time for independent reading. *Nothing is set in stone - I can change things at any time. If I try something "wonderful" and it fails, that's okay (and it doesn't make me a horrible teacher). These are learning experiences and I can modify, remove, completely re-work, or do anything else I want with a lesson or with an activity to make sure that it is helping my students reach their academic goals. *I need more books in my classroom library. I already knew this, but this book just reinforced the fact that I can and will never have too many books in my library. I should ask my students what they would like to read about or what their favorite books they have read are and use their answers to select more books for my classroom. This will increase their motivation to read independently and let them know that I respect them and their opinions and ideas. *Teaching reading does not have to be strategy driven; it can be a more aesthetic process and this will actually increase student motivation when it comes to reading. Reading for pleasure is reading academically - they are not two separate things. It is important to validate student's choices when reading and construct activities in response to their reading that encourages the class's overall goals, but that is not a cookie cutter assignment for all of the students. *When creating assessments, make them authentic and practical - they can be oral, written, drawn or whatever else demonstrates that the students are understanding the big ideas no matter what individual books they may be reading. Points I would like to question/challenge: *Where is the time in the day to do all of this? I love how easy she makes it sound, but I barely have enough time to accomplish my objectives as it is, how can I implement time to read independently and use this activity to accomplish my objectives instead? *Can I really get every single student in my classroom interested in reading? I hope so and I will always have high expectations for my students, especially when it comes to reading, but I feel like there is always that one student... *How do I get my administration to realize the importance of setting aside a chunk of time daily for independent, choice reading is important and will help students in the long run academically and increase their standardized test scores? Kristen, I agree with your comment on the author's writing style. Her conversational tone throughout the book made me feel as if we are two friends chatting about what's going on in her classroom. Most of your key takeaways mirror my own so we're in complete agreement there! I appreciate you highlighting the question about time. Since you are in the classroom currently, you have more knowledge about this area than I do. Time was something I questioned as well. Especially since I don't think elementary schedules are the same as middle school schedules. I also share your concern about getting 'every single student.' I think she mentioned that there was one or two students that didn't meet the 40 book requirement but they read 20 books. The author still considered it a win since this student hadn't read any books last year. I guess since her requirement is much higher than the school requirement, she has some wiggle room with students. In the end, she got them reading. I find it disappointing that after she instills a love of reading in her students while she has them, other teachers don't follow the same route. |
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Post by Veronica on Oct 26, 2015 17:35:00 GMT
Big Takeaways of Book Whisperer: Rule one of Book Whisperer: Read. Rule two of Book Whisperer: Read. Rule three of Book Whisperer: Read. But really though, the biggest thing about The Book Whisperer is that if students put in the time reading what they want to read in class, that love for reading will transfer to home. If I let my students choose what to read, then they will choose to read a book they like and are more motivated to do so. Instead of spending time giving students a classroom set of a single book to all read together and go over for hours on end with worksheets, an essay, and a written test to make sure they remember what Pip did on page 150, we can prepare students for standardized testing and to become lifetime readers by just loosening the reigns on their books. Implications for teaching: I will use this as an opportunity to promote literacy in my classroom through any means necessary. If there is a free five minutes, I want my students to ask me for time to read. I also have to then build up the library I've always wanted and let students borrow from this library all time. Also, if students are reading, I want them to talk about what they're reading. I want to provide them a sounding board from which to spout the knowledge they gained from their books and give them freedom to talk with their peers about what they've read. Helping them build independence and setting the expectation high for the students quickly lets them feel like they're more in control of their education than ever before. Points to challenge/question: I'm wondering how she is able to teach students different literary elements when everyone is reading such vastly different books and if she is able to direct conversation with her students toward these elements. The author briefly mentioned teaching some reading strategies during the course of the year, with all the standards that students are expected to achieve, how can one direct instruction toward achieving these standards? I suppose the teacher can model what she has read and talk the students through a thinkaloud to show them how to identify figurative language. I do appreciate the quotes at the end of the book stating more or less, "it just seems to simple to work." I suppose that's the beauty of what this teacher has done, just let the students read what they want and they're able to identify figurative language and plot. The teacher hasn't spend hundreds on a boxed Pearson curriculum. I would be curious to see the actual numbers of her students' test scores compared to other students in the district. All in all, good book. I'll hold onto it and I look forward to trying this reading plan of "just read... anything" in my class. Kyle, I agree with your question on how does it work to let all students read something differently and still be able to teach literary elements. She needs a 'book two' that gives examples on what we can do to make it work. |
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Post by Veronica on Oct 26, 2015 17:39:16 GMT
Noreen, Haha! You were NOT sold on that colors worksheet. I guess I took it more about how as humans we share thinking processes. I don't know.  I guess if we end up with a 2nd grade classroom, things will look different. How could we apply what we've learned from Miller's book? For me, I think we will always have varying levels of readers in all our classes. That being the case, we should always encourage reading for fun and exploration even if some kids are not at the point where they can take on chapter books on their own. This is where I think if we know our students, their likes/dislikes, and their reading level, we would be able to expose them to great books. I suppose teacher read-alouds make the most sense. I think all ideas sound great in Miller's book but what does it really look like in a classroom? I'm not sure. That's the piece that's missing for me. Reading about it is one thing and putting it into practice and making it work is another. Veronica,
Great points. I also have the same question as you...What does this actually looks like in the classroom. The author talks about her classroom as over flowing with books stacked high with rows of book tubs. I remember in the book it saying she had so many book that she even had some stored in a closet across the hall. I just don't know how to get that many books and then have them available to students on top of all of the other classroom stuff needed. I know the author also said that she had literally nothing on the walls and that it was basically book,s but how is that helpful for other subject areas or visual learners. I love her ideas but am so confused about what this actually looks like.
Regina,
A picture of her classroom would have been nice! I didn't think about how all those books might affect students that may not be able to handle clutter. I know sometimes I can't focus if there's too much going on visually in a classroom. It might begin to feel claustrophobic! |
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Post by Tracie on Oct 29, 2015 2:04:44 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 Tracie on Oct 29, 2015 2:12:39 GMT
Veronica,
I really liked this book too.
I agree 90 minutes a day is pretty unrealistic for younger elementary students for independent reading . I think if you just make sure you make a time everyday for reading, and use morning work and steal other times for reading, it will help.
As far as why independent reading is not a priority, I think right now with all the requirements in common core and testing, teachers are trying to get to everything and struggle. I see that in the 2nd grade class I am now, its non stop trying to get through all the requirements of the curriculum. The teaching I'm working with has a 45 minute block of ELA with 1/3 of it going to independent free choice reading. Each school district is different, my daughter in Oswego goes an hour longer than Elgin and Naperville, time and demands fluctuate from district to district, probably school to school.
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Post by Tracie on Oct 29, 2015 2:15:45 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 Tracie on Oct 29, 2015 2:18:49 GMT
This book was really wonderful. The author's writing style made it both quick and fun to read. I love the way she writes so much - it's like I can hear her talking to me. She has really inspired me to find more creative ways to make sure that my students are "stealing time" to read as often as possible. I would highly recommend this book to any teacher: new, seasoned, content area, elementary, intermediate, middle school, high school - I could go on, but you get the picture. Big Takeaways: *Read, just read. *Take any and all "wasted instructional time" and use it to encourage students to read independently. Students can be "trained" to read during interruptions, while waiting to do certain things, when they have finished their other assignments, when there are just a few minutes left in class, etc. etc. *It is so important to model being a good reader to your students. When they see you reading and hear about your experiences with reading, they are so much more likely to engage in and enjoy reading themselves. It is equally important to share your struggles with the reading process. This lets students know that they are not alone and that you too have your difficulties when reading certain books. This makes you more real and approachable and it also encourages students to keep at it even when things get tough. At the same time, it lets them know that it is okay to stop reading a book if they are just not interested, not getting anywhere, or are just plain done with it. We do not have to finish every singe book we start. *Build your classroom library not only with your own selections for reading, but be sure to include your students interests, opinions, and suggestions in your library. Always make sure there are so many choices of books to read that each individual student must be able to find a book that suits them. *Talk with your students and respect them. Let them know that you are in this together and that you love reading, you struggle with reading, you use strategies, you know that they use strategies, you want to talk about what they are reading, you are interested in them and what they are reading. Implications for Instruction: *Set aside at least 10 minutes for students to read books of their choice independently. I only see students for 40-80 minutes a day and I would love to give them more time (maybe set aside a specific day for reading), but I think 10 minutes is an attainable goal and will improve their listening, speaking, reading, writing, literacy, and critical thinking skills so much that maybe I will end up setting aside even more time for independent reading. *Nothing is set in stone - I can change things at any time. If I try something "wonderful" and it fails, that's okay (and it doesn't make me a horrible teacher). These are learning experiences and I can modify, remove, completely re-work, or do anything else I want with a lesson or with an activity to make sure that it is helping my students reach their academic goals. *I need more books in my classroom library. I already knew this, but this book just reinforced the fact that I can and will never have too many books in my library. I should ask my students what they would like to read about or what their favorite books they have read are and use their answers to select more books for my classroom. This will increase their motivation to read independently and let them know that I respect them and their opinions and ideas. *Teaching reading does not have to be strategy driven; it can be a more aesthetic process and this will actually increase student motivation when it comes to reading. Reading for pleasure is reading academically - they are not two separate things. It is important to validate student's choices when reading and construct activities in response to their reading that encourages the class's overall goals, but that is not a cookie cutter assignment for all of the students. *When creating assessments, make them authentic and practical - they can be oral, written, drawn or whatever else demonstrates that the students are understanding the big ideas no matter what individual books they may be reading. Points I would like to question/challenge: *Where is the time in the day to do all of this? I love how easy she makes it sound, but I barely have enough time to accomplish my objectives as it is, how can I implement time to read independently and use this activity to accomplish my objectives instead? *Can I really get every single student in my classroom interested in reading? I hope so and I will always have high expectations for my students, especially when it comes to reading, but I feel like there is always that one student... *How do I get my administration to realize the importance of setting aside a chunk of time daily for independent, choice reading is important and will help students in the long run academically and increase their standardized test scores? Kristen, I agree with your comment on the author's writing style. Her conversational tone throughout the book made me feel as if we are two friends chatting about what's going on in her classroom. Most of your key takeaways mirror my own so we're in complete agreement there! I appreciate you highlighting the question about time. Since you are in the classroom currently, you have more knowledge about this area than I do. Time was something I questioned as well. Especially since I don't think elementary schedules are the same as middle school schedules. I also share your concern about getting 'every single student.' I think she mentioned that there was one or two students that didn't meet the 40 book requirement but they read 20 books. The author still considered it a win since this student hadn't read any books last year. I guess since her requirement is much higher than the school requirement, she has some wiggle room with students. In the end, she got them reading. I find it disappointing that after she instills a love of reading in her students while she has them, other teachers don't follow the same route. |
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Post by Tracie on Oct 29, 2015 2:22:38 GMT
Kristen,
I really liked this book too, and I liked her style, was easy to read, good flow.
I so agree with you on how she made everything seem so simple to do, to have her students have so much independent reading time. I appreciate your view as a elementary school teacher with younger students. I see that in the class I am now, each day is so busy. I think 10 minutes is realistic for what you have to cram into a day with such young students.
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Post by Tracie on Oct 29, 2015 2:27:22 GMT
I really enjoyed this book because I am a reader myself. I remember staying up late to keep reading and falling asleep reading books as a child, so I feel like I can definitely relate to the author. One of my biggest takeaways from this book is that we need to get our students reading as much as possible, however we can, and help them become lifelong readers willingly. There are countless benefits to reading; increased comprehension, vocabulary, writing skills, and just overall increased reading ability. But in order for these skills to develop, we also need to trust our students. We need to allow them to choose their own texts with our guidance and provide student-centered instruction. As adults who have had many years of formal education, we know first-hand how difficult it is to be engaged in and comprehend a text that we are not interested in. Why would we want that for our students? We are here to make a difference and help our students be successful, not to continue down the same traditional path if we know that it does not work for most. Lastly, I need to be able to show my students that I am also a reader, and that it took a lot of hard work and a lot of reading for me to get to where I am as a reader today. Building a trusting and relatable relationship with your students is important. I liked that Donalyn Miller began the book discussing what she did, what she learned from it, and what she did to change her instruction and help her students. This is something she also brought up a couple of other times later on throughout the book. I think that as teachers, it is important for us to know that we will make mistakes and we will learn from them because we all want what is best for our students. It is okay for us to change our instruction if something we planned does not turn out the way we had hoped. For example, the author talked about how she had her students do book talks, but realized that they were taking up too much class time and removing the free-flowing dialogue that she wanted her students to have about their books. Therefore, she decided to have her students do book commercials instead. She learned that this was a much better alternative that still allowed her to formatively assess her students’ comprehension, and I think this is a great idea that I can see myself using someday. I also like the idea of using reading as an entrance activity. This is a great way to get students ready for class and quiet, but it also allows students to have extra reading time. After all, our goal is to get students reading as much as we can every chance we get. From what we have read, the majority of schools and teachers do not follow Donalyn Miller’s model of reading instruction. If the author’s research as well as other new research proves that students are the most successful through this model, why has there not been more change with reading instruction in the classroom? It seems like it is really difficult to have a principal that is supportive of this model. My other concern is one that the author also discussed. After students leave my classroom, I have no control over how they receive reading instruction, and it seems like my efforts would be aimless if the students are just reverted right back to the traditional model of reading instruction. How do you help them continue their love for reading if that is the case? Additionally, I hope to teach primary grade level students, is there a version of this that can be used for that age group? I could see it being much more difficult and maybe not appropriate with younger students who have just learned to read. |
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Post by Tracie on Oct 29, 2015 2:35:19 GMT
Paulina
I liked this book too, you made some great connections from the book. I agree making morning work choice time for reading is great idea, a way to use time wisely. From what I have seen the past couple years I agree that most local schools do not follow Donalyn Miller's model.
Its great you are a reader and will be a great role model for your students. I used to read more choice material, I belonged to a book club, I need to find my inner reader again. I've been reading books with my10 year old and take her to the library, its a great way to see what this generation of readers likes to read.
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Post by Paulina on Oct 29, 2015 14:37:25 GMT
Noreen,
I enjoyed hearing about your recent experience in your post. It is a bit of a let down to hear that an ELA teacher who loves Donalyn Miller has that attitude towards her students reading 40 books a year. It makes me think that if a current teacher, and I am not sure how long she has been teaching, believes that her students are not capable of it then it must be even more difficult to put into place than the author makes it sound. That is my biggest worry about this book. It was very inspirational and as someone who loves to read myself, I would love it for my students to read this much, but I am not sure that we would receive the support necessary to help our students accomplish that. It would be interesting to hear other current teachers perspective about the book and this approach.
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