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Summer Reading- The Book Whisperer by Donalyn Miller


I try to read throughout the year........but I always fall short of reading texts.  I read novels and articles about literature and research, but not full texts.  Summer is my chance!  Armed with a book, cup of coffee (the occasional biscotti), highlighter, Post-it notes and pen I'm ready to study.  I'm on fire for making reading better for all students and the teachers I serve.

My first summer read is Donalyn Miller's The Book Whisperer.  I thought it would be fun to break down my understandings from each chapter as I get through this fantastic resource.  Keep in mind that reading is personal and we transact with the text to make meaning of the author's message.  So, please feel free to comment on my "take aways" from each chapter!  I am currently reading this book with another teacher and we text every morning to check in on our understandings, thoughts, opinions, etc. of each chapter.  I read slowly! I have attention obstacles and have taught myself to read in a methodical way so that I'm not lost!  My reading background story will eventually be a blog post, but not today!!!

 I will not comment on the Introduction.  Suffice it to say that I was hooked.

Chapter 1 There and Back Again....


  • Teachers tend to teach the way in which they were taught.
  • Traditional means of teaching reading in the intermediate and above grades is done with whole class novels.
  • Students connect with the books they choose and can make connections with other students/people based on book choice (not the same result when forced to read a book as an assignment).
  • Teacher excuses for students not wanting to read in school (through traditional teaching).....
    • kids are lazy
    • they don't want to do the work
    • they all think it's boring
    • the ones who will read will do it anyway
  • The traditional teaching of reading novels/book studies is TEACHER CENTERED and students are just along for the ride.
  • The traditional means of teaching reading with novels/book studies, teaches particular BOOKS and not READING.
  • A readers' workshop model is the best approach but with attention to classroom needs (both student and teacher).
  • In the workshop model, the teacher is the model reader in the room.  The teacher models and discusses reading behaviors with students while students apply those behaviors to the books they choose to read.
AHHHHHH, everything I knew in my heart that was true! It was refreshing to see it in print and hear someone else confirm my beliefs about reading.  I've seen the research, I've studied the best practices and while I was a classroom teacher I changed my ways and made my reading time ALL the time.  I gave kids controlled choice (I taught 1st grade) and ran The Daily Five (which follows the reading workshop model).  

That was all well and good when I taught in my own room! My grade level partner and I rocked the reading block with The Daily Five, author studies, exciting daily read alouds and a fully engaged community of readers (all of which she still does beautifully).  However now my job has changed.  I need to convince entire schools of teachers that the reading workshop model is the best way to deliver reading instruction.  The more important and far more difficult task for them will be stepping away from whole class novels and into guided reading! SIGH 

I'm motivated because I know the students will benefit from this kind of change.  The students needs supersede everything else.  We need to let go of our egos and embrace change that will propel our students forward.  Developing life long readers, that's the goal!

Stay tuned as I'll return again with some more of the Book Whisperer.  I want to personally thank Donalyn Miller for her inspirational words and stories.  Please remember that the above points are just my personal take aways.  I am not summarizing the chapter.  I highly recommend YOU read this book for yourself.  Please share your thoughts with me through comments and questions!  Reading is always better with friends!

Thanks!



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