Summer Reading- The Book Whisperer, Chapters 4, 5 & 6

With each chapter this book speaks to my deeply held beliefs that most readers are developed over time.  As teachers we play an integral role in their personal definition as a reader.  We have such an impact on how our students view reading and themselves as readers.  Throughout my reading, I continually reflect on that point.  As the reading specialist, what can I do to support a love of reading?  I teach phonics, comprehension strategies, spelling patterns, fluency...etc. BUT what am I doing to support a love of reading??? I believe that my position is more than teaching strategies and rehearsing skills.  People in my position need to inspire both administrators, teachers, students and parents to READ. Well if I didn't feel overwhelmed before, I certainly do now!!! However, it's an important question on which to focus and I love a challenge.

Onto the BOOK......

As promised I will not be rehashing parts of my reading.  Instead, I will pose reflective questions influenced by each chapters' content and ideas.  While reading The Book Whisperer it has been clear that the model for teaching reading posed in the pages is student driven.  Keeping with that theme I will touch on some ideas posed by the chapters and supply reflective questions.

Chapter 4 Reading Freedom

• Talk honestly with students about selecting books and sometimes abandoning books that are not a good fit for our tastes.
• Give students permission to be an authentic reader and follow their instincts (Google "The Rights of The Reader)
• Consider an independent book requirement for older students, not a reading log.  Think about a genre requirement.
• If the teacher is always in control of the reading, then if the student fails the blame is on the teacher not the student.  Student's don't have to take ownership if they are not actually in control.
• If students are choosing books then we have to validate their choices.  We can give recommendations, but just like when adults read in the real world they make their own choices.
• We want to teach readers not books.  We should teach/model strategies but not belabor one book.
• There are other ways to expose students to classic books and seminal texts....read-alouds & shared reading.
• Teach genre characteristics, students take notes in his/her reader's notebook for reference.  I particularly enjoyed the practical exam and genre tub group activity (you'll have to read about it).
• Reader's Notebooks!!!! Conferencing to assess understanding!!!!!

Reflect.....

1. What kinds of conversations are you having WITH (not AT) your students about being a reader?
2. How are you promoting the importance of independent reading and book selection to your students?
3. In what ways could you enhance the authentic reading experience for your students?
4. Who is in control of book selection in your room?
5. How motivated are students to read? What evidence do you have to show their enthusiasm or lack of enthusiasm to read?
6. In what ways do you respond to a lack of enthusiasm about reading? How effective are your attempts?
7. How do you use read-alouds and shared reading?
8. When do you teach genre and how do your students apply that knowledge?
9. Are you using Reader's Notebooks? If so, what are you doing that is engaging students and how would you like to improve their use? If not, how can you incorporate them into your instruction in a meaningful way?
10. Are you conferencing with your students? If so what are your experiences? If not, how could using conferencing encourage your readers?

Chapter 5 Walking the Walk

• Teachers need to READ INDEPENDENTLY TOO! We are the reading role models. We should have authentic conversations about titles and authors that we enjoy with our students.  Teachers need reading street credit with their students to build trust if they want to establish a community of readers!
• Rosenblatt's Transactional Theory (I connected with this component b/c it was a large part of my Master's), google this!
• efferent readers & aesthetic readers- How are you teaching your students?
• "the instructional edge goes to the teacher who sees reading as a gift, not a goal" Donalyn Miller
• Teachers should reflect on his/her own reading experiences to better understand their students.  There are some great reflective questions on page 111.  
• Consider a reading improvement plan, for yourself.
• Yes, read children's' books.
• Engage in authentic conversations about reading, share your own experiences and struggles.  This simple addition to our time with students strengthens our credibility and builds trust.

Reflect

1. How do you see yourself as a reader?
2. In what way would your STUDENTS describe you as a reader? Would they have insights to your reading experiences or would their responses be limited and vague?
3. What are your core beliefs about teaching students to be readers? 
4. How do your instructional practices reflect your beliefs? 
5. What was the last children's book you read outside of the classroom?
6. What quality of reading conversations do you have with your students? On the surface or deeper?
7. Do you read books students recommend to you? Do students read the books you've recommended?  In what ways are you talking with your students about book choice?

Chapter 6 Cutting the Teacher Strings

• Whole-Class Novels- NO THANK YOU. Period. You have to read this section for yourself.  My personal thought while reading this whole chapter was AMEN!
• There is no purpose to "literature-based arts and crafts" a term borrowed from Lucy Calkins.
• Try book groups, excerpts and smaller texts for teaching concepts.
• Texts that are simply created to be summarized or retold to show superficial comprehension (think packaged programs) do not support deeper comprehension.
• Consider teaching test reading as it's own genre.  It is it's own style of text that needs to be addressed in our reality of standardized tests, but a well read student will perform well on these tests.
• Consider an alternative to archaic book reports and be wary of book talks.  Try commercials and book reviews as an alternative due to their quicker delivery and concise nature.
• Rethink reading logs, I'm guilty of using the reading log as homework.  However, as a parent I completely dislike them.  They do not actually serve the purpose of increasing student reading or holding students accountable for reading. I have to admit that they didn't really do what I wanted.
• Round-Robin and Popcorn Reading- NO THANK YOU. Period. I gave this up after my first year of teaching. So bad on so many levels, read the section for a more eloquent explanation.
• Incentive Programs have a similar motive as reading logs and also fall short.  They are in most schools, but it can cheapen reading.

Reflect

1. What teaching practices can replace the whole-class novel in your room?
2. How often are you using "literature-based arts and crafts"? How might that time be better used?
3. How can you teach text concepts with short selections of text? What kinds of texts might you infuse into your instruction?
4. Have you ever used reading logs? What might be a more authentic alternative or a more realistic practice?
5. What do you use to support oral reading practices?  What makes them effective or ineffective?
6. Are your instructional practices producing the kinds of outcomes you want for your students? How might some traditional practices actually cause harm to students?

That's a lot to chew on!  So READ and think and reflect.  Let's make reading experiences better for our students.

Thanks!!!