Wednesday, March 16, 2016

The Book Whisperer: Awakening the Inner Reader in Every Child by Donalyn Miller

Hi there!

Hard to believe that Easter is almost here.  Hope you have a nice spring break.  

BTW, you don't need to read Donalyn's book to blog.  Just share what works in your school or classroom.  Or comment on something that jumps out at you below.

It will be good to hear from you…
Lynn Gurnee,
CRA Past President

March Chapter 2:  “Everybody is a Reader”
  • Each chapter begins with a quote from one of Donalyn’s students.  Emily’s quote, I’ve learned that you can’t hate a book till you’ve tried it!  Bring it on.” is priceless.  Wouldn’t you love for one of your students to say that to you?  What are some things your students said that you want to capture in a journal?  Do share!
  • Donalyn said, “What I thought students needed (in my lesson plans) was not as important as how I responded to their expressed needs.”   Hmm. She realized this only after 3 years of teaching.  Does this surprise you?
  • Donalyn’s labels of 3 reading trends fascinated me… how about you?
1.        Her answer for Developing Readers (often referred to as struggling) is a heavy dose of independent reading with explicit instruction in relevant reading strategies. Her example of Kelsey who was given this “rescue recipe” transformed her to a reader!  What do you think? 
2.       Donalyn describes Dormant Readers (or unmotivated ones) who read to pass but don’t embrace reading and often escape notice like Hope who had fallen behind.  Her answer was to let Hope browse books often & have choice in what to read. What outcome can you predict?
3.        Underground Readers are those like Randy who secretly read his own books rather than those encouraged by teachers.  Donalyn embraces Cambourne’s Conditions of Learning as a way to help all of these above types of readers. Do these conditions ring a bell for you?  Do you have readers like Hope, Randy, and Kelsey?  What are you thinking now?
  •  Loved Donalyn's “whisper” about implementing “Student Surveys.”  Donalyn says her students’ needs call to her from the survey pages and she “whispers” back with books.  Do you share my excitement that Donalyn uses the survey information to stack appropriate books on desks for students to preview? 

15 comments:

  1. I had a student say, after months of me working with kids trying to help them find the "good fit" book, "you know what?! I love reading! I never thought I'd say that, but I just looooove to read!" I thought I would cry right there. It's my driving force to work with students to find that space where they can love literature and pursue it just because they love it. Her book definitely helps teachers who don't know how to get them hooked.

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    1. I love reading things like this. As teachers we strive for these moments. You have made an impact on this child's life and will remember for a life time.

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  2. I love this quote from Emily, "I’ve learned that you can’t hate a book till you’ve tried it!" My son, who is now 10 years old, was trying to find a good book to read. I suggested the Hardy Boys. He looked at the cover and said, "mom this book is so old I want something better." LOL I told him don't judge it before you try it. It's one of my own books from when I was his age and I still have it for a reason. He gave it a try and loved it! He's read the first 5 books from the series and he's hooked. As soon as he gets close to the end he tells me he will be needing to go to the library soon to get the next book. This was a classic example of, "Don't judge a book by its cover." So happy I saw this with my own son and was able to help him pick this book.

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    1. The same thing happened with my son. He wasn't interested in reading in elementary school. When he was in fourth grade my husband suggested the book Where the Red Fern Grows. It was his favorite when he was a child. He gave him the book, and my son loved it. I think he read it four times. The important thing being that it sparked his love for reading. He got hooked on all of the Gary Paulsen books and anything having to do with history. It is so important to encourage and support children in finding and reading books that interest them, and not just reading stories that are part of the curriculum.

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  3. The Dormant readers will do what they are asked to do because they have to not because they want to. But I agree with Donalyn in letting the student have as many opportunities as needed for them to browse books and let them have a variety of books to choose from. Last year during my student teaching with the 5th graders I had 3 kids who did not like to read. They would read just to answer the questions for their journal writings but it seemed like it was torture for them. During my student teaching I would ask kids to write in their journals about what type of books they enjoyed reading if they didn't know then to tell me what their idea of a perfect book would be. Then, I asked them to share their journals with their table groups of 4-5 kids and each student was to respond with book suggestions only. This was a great because each child received 4-5 book suggestions based on the information they provided about their book likes. Some kids were reading only Diary of a Wimpy Kid Series and Captain Underpants. But because of other kids suggestions many started reading books like Wonder, Holes, BFG, The Giver, etc. These books were outside of what they normally read but with the same action or drama that they are interested on. The kids used the classroom books, which the teacher had a big selection where the kids could choose from and once a week they also had library time. Eventually the 3 kids that seemed to struggle in enjoying reading found books that they really liked based on some of the suggestions that they were given.

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  4. I have seen underground readers in all grades. My own daughter doesn't enjoy reading for fun unless, of course, it's something she chooses which is usually related to what she loves. She's in 7th grade and has been interested on some particular You Tube shows. She has borrowed some of those books from friends and will start reading the book which is 300+ page book and within 2 days she finishes reading it. It amazes me how she will struggle to read what she has to read but does a great job of reading what she enjoys. Of course, if you like something you will do whatever it takes to get it done. If you are being forced to do something you will do it but you might not like it or even retain any of the information that you just covered. Like the quote goes...You can take a horse to the water but you can't force it to drink water.

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  5. I very excited about reading this book. I am changing grade levels next year from first to third, and I can't wait to discover ways to motivate and create a love of learning among these more mature readers! I especially related to Miller's quote " A trail of worksheets from a teacher to their students does not build a connection with readers"
    I have literally found myself apologizing for the lack of paperwork that comes home with my students! It's nice to to feel I've may have been doing something right!

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  6. After reading Chapter 2- I really want to have that "book frenzy" on the first day of school!! I, myself, am not a big reader. I like to read once I get something I am interested in, but am not drawn to reading otherwise. I really need to change that this summer and familiarize myself with books that are appropriate for 3rd grade students. I guess I am a "Hope" I have always done well in school but was not a reader outside of the classroom. I wish I had had Donalyn in grade school, perhaps she could have inspired me! Regardless of my experience with reading growing up, I do plan on working hard over the summer so I can be a source of knowledge for my students and help them find books to inspire that inner reader.

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  7. I loved the survey that Donalyn used to help her know her readers better. I wonder if that survey is useful for 3rd graders or if I need something more primary? If anyone knows a good resource for that, I would appreciate it!
    I also wonder what would be a reasonable expectation for number of books read in a year in 3rd grade, in the book her 6th graders were supposed to read 40 or 45(don't have the book in front of me), so is 30 a good number for me to use with my students? Another research topic for me:)

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  8. After reading this chapter, I realize how important it is to capture young students interest to motivate all readers...not just the eager readers. Taking a look at your students to see which help to encourage finding the joy in reading. During this next school year, it will be one of my goals to zero in on the students who aren't independently reading and find books to spark their interest and/or strategies to promote reading. I want to research and be up to date on what students current interests are.

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  9. So far so good. This book has reminded me of how important it is to make life long readers. I know that some kids love to read while other kids are sitting back looking at pages. I have really sat back and looked at my kids. Look at their books on a day to day basis.Are they reading the same chapter book, or are they grabbing a new book on a day to day basis. Once I really looked at my kids and what they were reading. Being observant is half the battle. Talking with your kids at recess and during class time about what they were reading gave them that time to talk on a one to one. Many kids would read their book so we could continue the conversation the following day. I am still working on ways to grab the passion from other kids who don't really wnat to sit at recess and talk to me.

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  10. Agree with Tamra about your student that fell in love with reading, Shannon.
    Loved hearing about your connection Gregoria and Lori.
    Christy let us know how your "book frenzy" on the first day of school went! Also inspired by your pledge to change this summer and familiarize yourself with books that are appropriate for 3rd grade students. I also wish I had had Donalyn in grade school, Christy!
    Tamra and Elizabeth loved hearing your inspirations and plans too!
    Christy I'll search for a survey that is useful for 3rd graders and wonder
    if you decided what would be a reasonable expectation for number of books read in a year in 3rd grade? I think 30 is a good number to use with your students but I'll a;so research it.
    Thanks everyone for sharing!
    Lynn Gurnee

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  11. Donalyn's description and approach to developing readers really struck me. I am a kindergarten teacher, and I teach first and second grade intervention in our After School program. I really liked her positive approach to using the term “developing reader” instead of struggling. It is so important not to put negative labels on children. It is also important to let them know that reading is a process and everyone develops at different rates. Last year, I really struggled with how I could best help the students in my intervention groups. Their teachers didn’t give me any background on their strengths and areas of need, so I worked on sight words, long vowel patterns, and reading CVC words. We hardly ever actually read books. After reading this chapter, it gave me ideas of other ways to approach the reading intervention. I know Donalyn was working with 6th graders and they have had more experience with reading than 1st or 2nd graders, but the idea of letting them pick books on their level that interest them, could get them excited about reading. If they are excited about reading they might be more motivated to work on the skills they need to help them be better readers.

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  12. I, too, loved how she classified readers as "Developing", "Dormant", or "Underground." I have had students that fit into each of these categories each year so I love the labels she used as specific students popped into my mind and gave me a context regarding how I can work to inspire each of those students.
    However, my favorite part of this chapter was regarding inspiring readers. Donalyn mentions not preaching to students about WHY they need to read, which I find so smart. Her approach is that there is no need to discuss non-reading because it's not an option and the more you draw attention to that, the bigger deal it becomes. Instead, she shares enthusiasm and encourages a culture of readers, which really serves to deepen their knowledge and create lifelong readers. (Kristen Mullikin)

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  13. I, too, loved how she classified readers as "Developing", "Dormant", or "Underground." I have had students that fit into each of these categories each year so I love the labels she used as specific students popped into my mind and gave me a context regarding how I can work to inspire each of those students.
    However, my favorite part of this chapter was regarding inspiring readers. Donalyn mentions not preaching to students about WHY they need to read, which I find so smart. Her approach is that there is no need to discuss non-reading because it's not an option and the more you draw attention to that, the bigger deal it becomes. Instead, she shares enthusiasm and encourages a culture of readers, which really serves to deepen their knowledge and create lifelong readers. (Kristen Mullikin)

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