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The book whisperer_ awakening the inner reader in every child ( PDFDrive )

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Published by key.robby, 2022-04-04 05:12:22

The book whisperer_ awakening the inner reader in every child ( PDFDrive )

The book whisperer_ awakening the inner reader in every child ( PDFDrive )

Reading plans: making own; reading requirements and
Reading requirements: emphasizing importance of reading with; genres for ; not
linking to class failure ; reading plans and. See also Expectations
Reading research: attempts to explain reading problems in; on creating
motivation ; scholarly opinions on independent reading
Reading Teacher, The
Reading workshops: book commercials and reviews; building knowledge of
genres; getting student feedback on; identifying books in genres; implementing
book groups ; key components of; library time; organizing discussions on
genres; quiet time during; topics and structure for; transforming classroom into
Real reading;, See also Independent reading
Recommendations: basing on reader’s notebooks; book talks vs. personal ; books
and websites for reading ; investigating industry; love of reading informing;
making for students; reading children’s books for; taking from students; using
reader surveys to provide
Reis, Sally
Reluctant readers
Renzulli, Joseph S.
Response entries in reader’s notebooks
Responsibility: involving students in learning goals; reading as student’s
Rewards: for incentive programs; reading providing own
Rights of the Reader, The (Pennac)
Robinson, Jen
Rosenblatt.
Round-robin reading

S

Samuels. A.
Schmidt, Gary
Scholarship. See Reading research
Scholastic Reading Counts
Scott, J. A.
Self-identity: changing opinions of self; improving readers’; reading identity of
teachers; shaping with book choices

Self-reflection activity
Share-reading
Sharing: reading preferences with students ; responses to reading
Shining, The (King)
Short stories
Six Flags Reading Contest
Sixth Grade Nickname Game, The (Korman)
Size of books
Skinner, B. F.
Spoilers
Spyri, Johanna
Stand, The (King)
Standardized testing: independent readers’ performance with; preparing students
for; testing reading as genre; using traditional comprehension tests
Stanovich, Keith
Stevenson, Robert Louis
Struggling readers
Student-teacher relationships: building ; as one reader to another; sharing honest
reading preferences
Students: assessing achievement of; building knowledge of genres; carrying
books everywhere; celebrating their milestones; choosing own books; creating
book commercials and reviews; discussing how they choose books; effect of
independent reading on; encouraging reading of; end-of-year feedback from;
engaging in reading; example of notes on genres ; exposing to great literature vs.
love of reading; fitting reading into daily life; hearing teacher’s responses to
reading; immersing in books ; improving achievement of ; incentive programs
for; influence of teacher’s reading on; initial responses to reading; learning how
to teach from; learning how to use texts; leaving book choice to ; making
lifelong readers; new reading strategies and; nurturing relationship with ; pairing
for oral reading; preparing for standardized testing; raising expectations for
reading; reactions to traditional reading practices ; reader’s notebooks of ;
reading requirements for ; reading workshops for; resistance to reading in;
response to reading logs; responsibility to read; self-identity as readers ; taking
recommendations from ; teaching book care; “Ultimate Library List” compiled
by

T

Tchudi, S. teachermagazine.org
Teachers: celebrating student milestones; confronting initial responses to reading
; conversations with students for assessment; creating learning conditions;
developing lifelong readers; differing approaches to literacy by; encouraging
readers ; expressing excitement about library visits; importance of reading to;
inspiring reading in others; making own book choices; modeling reading habits;
organizing discussions on genres; personal reading improvement plan ; reader’s
notebook for; relationships with students ; self-reflection activity for; sharing
book responses with students; showing students how to use texts; using end-of-
year evaluations; validating student’s reading choices . See also Modeling
“Teaching Children to Read”
Teaching practices: author’s experiments with ; book commercials; book groups;
book reports ; book talks; discussing book selection; effectiveness of grammar
warm-ups; emphasis on reading as fundamental; end-of-year evaluations;
expanding reading in class; framing reading as its own reward; freedom within
reading requirements; impact of whole-novel teaching on readers; incentive
programs; independent reading within curriculum; limited number of concepts
per book; little support for independent reading; personal responses to Miller’s;
preparing for standardized testing; reading logs; reading workshops; replacing
warm-up lessons with reading; responsively encouraging reading; resulting in
demotivation; rethinking whole-class novels; round-robin and popcorn reading;
student forms; students’ reactions to traditional; substitutes for oral reading;
testing reading as genre ; traditional comprehension tests ; traditional language
skill techniques; unexamined wallpaper; whole-class novels. See also
Curriculum; Reading requirements; Reading workshops
Teenreads.com
Testing. See Standardized testing
Texas Assessment of Knowledge and Skills (TAKS)
Thomas.
Time: expanding classroom reading ; reporting accuracy of reading logs;
required for whole-novel teaching practices; setting aside personal reading
To Kill a Mockingbird (Lee)
Townsend, Atwood H.
Transactional theory of reading

Trinity Meadows Intermediate School
Tripping Over the Lunch Lady (Mercado)
TumbleTalkingBooks
Twain, Mark

U

“Ultimate Library List”
Underground readers
University of Colorado at Bolder

V

Validating reading choices
Vega, Denise
View from Saturday, The (Konisburg)

W

Washington Post
Weaver.
Websites for reading recommendations
Wednesday Wars, The (Schmidt)
Weinbrenner, Susan
Well-Wished (Billingsley)
What Really Matters for Struggling Readers (Allington)
Whispers sections
Whole-class novels: alternative teaching methods for; impact on literacy ;
rethinking approach to
Wilder, Laura Ingalls
Wilkinson.A.G.
Winter’s Tale, A (Helprin)
Wordsworth, William

Wrinkle in Time, A (L’Engle) Y
Writing Z

Yellow Brick Roads (Allen)

Zimmerman, Susan

Acknowledgments

Writing a book is hard work, and not only for the writer. My greatest hope is that
this book is worthy of those individuals who provided unflagging support to me
during the process. We share one vision—our commitment to children and the
goal of inspiring and motivating them to read.

First, I must thank my publisher, Jossey-Bass. I accepted their offer to publish
this book because their earnest belief in helping teachers and students shone like
a beacon from every person I met. Leslie Iura, Paul Foster, Dimi Berkner, and
Christie Hakim championed the book from the beginning and gave me a great
deal of leeway while writing it. I appreciate their confidence. Discovering Paul’s
love for Where the Red Fern Grows was an added bonus! Thanks also to Julia
Parmer, Pamela Berkman, Carolyn Uno, Carrie Wright, and the rest of the
editorial and marketing teams who worked in the trenches to bring this book to
publication.

The dedicated team at teachermagazine.org gave me my start in 2007 when
they hired me to write an “Ask the Mentor” column and later offered me “The
Book Whisperer” blog. The seeds for this book were planted at
teachermagazine.org. I am grateful to Virginia Edwards, Mary-Ellen Phelps
Deily, and Anthony Rebora for their support. I also appreciate the many readers
of the blog whose comments make me think and who inspire me with their
teaching knowledge and consideration for the students in their classrooms.
Thanks also to Jen Robinson, who regularly links to my blog on her own
outstanding Web site.

To call Elizabeth Rich an editor misrepresents her contribution. Elizabeth
brought me to teachermagazine.org, advocated for my work, and eased my fears
about writing this book when she agreed to edit it. Every line has been filtered
through her shrewd judgment and instinct for storytelling, and this book is better
for it. Never afraid to push me when she thought I could do more, Elizabeth
taught me how to be a writer, to look for the turtles, and to see a bigger vision for
this book than I first thought possible. Thank you, E, for being not only
interested, but interesting. You are more than my editor; you are family.

This book would not have been possible without my principal, Dr. Ron Myers.
Ron is the epitome of an instructional leader—dedicated to his own professional
growth and that of his staff. He always says, “It is about the kids, not the adults,”

and never allows us to lose sight of the reason we are in education—to improve
the lives of children. From reading drafts, to opening his home, to writing the
afterword, Ron has been a tireless promoter of this book. Ron, even though you
are a University of Oklahoma fan and tell corny jokes, I will work for you as
long as you will let me.

When Susie Kelley loaned me her copy of Mosaic of Thought all of those
years ago, she put my feet on a path to better teaching. Susie is the most
generous person I know, giving freely of her books, her ideas, and her
friendship. Watching her teach and talking to her about instruction is like taking
a master’s class every day.

I am grateful to Heather Freeman and Mellie Joiner, who snuck me in to meet
Janet Allen, and introduced me as an author. Also thanks to Debbie Brooks,
assistant principal extraordinaire, who calls me “friend,” and means it. I
appreciate the many administrators and teachers of Keller Independent School
District who supported the creation of this book.

I never believed I could write a book until I participated in the National
Writing Project. Thanks to the leaders of the North Star of Texas chapter at the
University of North Texas: Leslie Patterson, Carol Wickstrom, Janelle Mathis,
Joan Curtis, and Terisa Pearce. Special thanks to Carol, who read my book and
provided advice. A shout-out to my fellow teacher consultants, who cheerfully
asked me how the book was going each time we crossed paths, and especially to
Audrey Wilson, Kerri Harris, and Jennifer Roberts, who kept me from getting a
big head about it. You ladies are the teachers I want to be when I grow up.

Thanks to Alexandra Leavell, who taught me the difference between research-
based and research-proven, and who convinced me that I could present at the
National Council of Teachers of English conference. I am also grateful to Jeff
Anderson, who paid it forward by sharing his experiences as a teacher and
writer, and never considered me a stalker.

My husband Don knows more about teaching reading than any spouse should.
He read every draft numerous times, ironed my work clothes for eight months,
brought me dinner at the computer almost every night, and told me that he
wished he could have been in my class. The knowledge that we will totter off
into old age together, happily reading our beloved books, makes me smile from
ear to ear.

I am blessed with two remarkable daughters, Celeste and Sarah, who
reminded me that I needed to spend time playing dominoes and watching movies
with them in order to stay sane. Thanks, girls, for sacrificing so much Mom time.

A special thanks to my mother, who taught me how to read and, in doing so,
gave me everything—my education, my career, and my life’s passion.

I am indebted to the marvelous students I have taught over the years. Thanks
to all of the parents and students who agreed to be in the book, sent me pictures,
and cheered me on. Your words and accomplishments deserve to be heard.

About the Author

DONALYN MILLER is a sixth-grade language arts and social studies teacher at
Trinity Meadows Intermediate School in Keller, Texas. In her quest to spread
reading freedom, Donalyn teaches staff development presentations on campuses
and in conference rooms across the country. Her articles and essays appear in
national publications such as Library Sparks Magazine. In “The Book
Whisperer,” her blog for teachermagazine.org, Donalyn shares her ideas and
strategies for teaching reading and inspiring students to read.

Donalyn lives atop a dragon’s hoard of unread books she calls “the Miller
Mountain” with her husband, two daughters, and granddaughter. In her spare
time, Donalyn travels, visits old friends, and daydreams—all inside the pages of
her treasured books.

About the Sponsor

EDUCATION WEEK PRESS is the book publishing division of Editorial
Projects in Education (EPE), home of the independent newspaper Education
Week and other highly regarded print and online products. Among those products
is teachermagazine.org, a Web site devoted to news and information for K-12
teachers and the home of Donalyn Miller’s blog “The Book Whisperer.” In
addition to her blog, Miller’s popular column “Ask the Mentor” on
teachermagazine.org inspired this book. EPE is a nonprofit organization based in
Bethesda, Maryland; its other entities include the EPE Research Center,
edweek.org, Digital Directions, the Teacher Professional Development
Sourcebook, and TopSchoolJobs.org.


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