The Book Whisperer describes a very different
reading culture for classrooms than what is typically seen.List several points that identify her beliefs
and expectations about reading?
The classroom needs to be a place where students have time to read and discuss books being read. They don’t have to be organized with a reading corner; students should feel free to sit wherever they are comfortable reading. The climate of the classroom should be such that at every opportunity for a spare minute, students are diving into their books. The expectation of the importance and love of reading is foremost for the instructor and students. I do have a concern about the teacher being the role model for students reading. I like to read with each student so they can hear the words, fluency, and discuss the content of books. If I sit and read as a role model, how does that impact reading with students not just beside them?
I think that during the 30 min designated for independent reading she reads also. However, her classes are 90 min long and she could have guided reading center where she can listen to students read along with teaching the students strategies for reading and figuring out meanings to unknown words. There could be days also where she is walking around the room during independent reading to talk with students like the time she was talking to a student about a movie being made from a book and ended up drawing in 5 other students. It's probably not the same everyday.
She did say that during the first few weeks of school she models by reading while her students read. But she also said that as the year progresses, she spends less time actually reading herself, but rather is roaming the room and conferencing with students. I think that over time, although probably not daily, she is spending time with each student individually and that would influence each of them. I also made a note that she is building relationships with her students through their shared conversations about books.
Showing excitement about going to the school library and setting up expectations for what to bring to the library, do in the library and take back to class from the library indicates a real plan. The author sees how busy work in the classroom is not always beneficial, and that in class reading has been researched and proven to be a great indicator of reading achievement and success. The author also shows that by choosing to read during interruptions or any spare moment, that reading is very fun and important to her, and eventually to her students.
I have never found the time to become familiar enough with our school library. I wish our librarian was at our school full time; we share her with another district. She knows the books in her library so well that she is a wealth of information and usually makes very good recommendations about books. Because our library is closed about half the time, I don't get to take my class to the library. I don't even know when they find the time during their day to get into the library. I'm going to try to get my reading classes for next year scheduled when the library is open.
Our school library is open more this year at the elementary school. We have a full time librarian, and the students go to library class twice a week for 25 minutes. They listen to a book, and then check out books. Other classes cannot come in when there is a class in the library. I think this is more library time than most schools have.
Debi-Yes I think this is the case in many schools. I think that is very hard when you never know what times they may be open or not. For our preschool the librarian has a schedule of everyday and times we will be in to check out books. For the older students it seems that sometimes they are left on their own or to the teacher. Library time is always fun to the students.
I think the way she teaches her students what she expects at the library is important. Most students at least in high school think to go to the library is to goof off. At my school our HS library is only staffed on Friday Mornings.
She starts out the year with excitement for reading and has the students look at the hundreds of books on the shelves, allowing them to check them out. She also shows interest through the year by throwing out questions such as asking for recommendation of what to read for fellow students and getting excited about going to the library. She also has the expectation of students pulling out their books when there are interruptions, at the beginning of class and when they finish their work. She also got them to start reading at times like waiting in the picture line. I am an underground reader and would have loved doing that in middle and high school.
She definitely started out the year with excitement for reading! When I taught older students, I absolutely LOVED when they gave me recommendations for books to read. Some of the best books I've ever read come from recommendations from my students!! What a great idea, also, for students to bring out their books during interruptions. It can be such wasted time, but the author found a way to even make that meaningful learning time. This book is full of great ideas!!
Getting recommendations from students to teacher or teacher to student opens up a comfort and willingness for help and conversation in so many aspects of the child's life. My son still visit his 5th grade teacher for book recommendations and to borrow books.
I really would like to incorporate the idea of beginning each class with free reading time instead of bell work. The author affirms that having students read is what gets the most bang for your buck, so why not do more of it? She also points out that it is the easiest activity to plan, model, and implement. She estimates her students get as much as four hours of independent reading each week because of all the time they spend reading during what would otherwise be wasted time; all I can say is WOW! My room, like hers doesn't have space for a dedicated reading corner and it isn't necessary. I don't have a couch or any comfy chairs, but I do have a huge pile of pillows in one corner and my students love them.
I remember in high school not having a reading corner but when we got our free reading time we could sit in our desks or lay on the floor. I was more than happy to get down on the floor since it got me out of the desk.
I remember in fourth grade having bean bags in the classroom in the reading corner. When we finished our work, we were able to free read there. I did a lot of free reading, and loved the opportunity to get out of my desk as well.
Yes I liked how she stated that you don't have to have a reading corner. Often time especially as a elementary teacher we think that we need a designated area.
I loved that she talked about the importance of reading at the beginning of the class instead of bell work. What an incredible idea...that I'm not sure I would have thought of! :) It gives students something meaningful to do instead of busy work. That is an awesome way for students to get those very important minutes for free reading.
One belief the author has is taking her students to the library and sharing the experience of a library. She states that many of her students do not come knowing skills about the library and she believes these must be taught and modeled. They go to the library with a purpose or goal not just a free time activity. Each student has to have a book to renew, return or a plan to get one. The goal is that every student walks out of the library with a book to read. This classroom seems very disciplined in that they know that any free time they may have is spent on reading. She believes that independent reading needs to be a necessity. I think that her passion flows onto her teaching of her students. I just feel the library time for all the students is awesome not just sending one or two at a time which is what I see some classrooms do. I think it becomes a group experience and excitement of all of the students. One thing I find is hard, is that as the students get older how can we motivate them to read. But here is the deal as well since we all work in special education this is great for students who have no difficulty in reading but the author doesn't talk a whole lot about the struggling reader maybe she will later in the book but that is a concern that I have dealt with?
I guess I am impressed that she takes all the time that was not being used in what she felt was a useful way and turned it into reading time, such as bell time and warm ups. She also used reading as a reward and made it known to the students the importance of reading. As a result she saw better spellers, writers and thinkers, a pay back for the extra reading time. I also like the fact that students were allowed to discuss books amoung themselves and with the teacher, talking about a book seems to bring it alive and the teacher discussion adds more to the value of reading.
Yes, Kim, that was the part of the chapter that grabbed my attention also. Wouldn't it be so much nicer to have an engaging discussion with your teacher about a book you both enjoyed? It would be like wildfire to other students who haven't yet read that book!
The author of the book sets up her classroom very differently then what is considered "normal." She found a way to incorporate reading into everything that the students did during their day and found a way to make reading important for all of her students. I thought it was so interesting that she found a way to make classroom interruptions meaningful by having the students read, as well as any other spare moment that they had. She also found a way to make the library interesting for all of her students. She developed and modeled her expectations for library time and make it exciting and something to look forward to. Another one of her beliefs was that independent reading should be modeled by the teacher. She has some incredible ideas that I wish more teachers read about and understood. Reading is such an important skill for students to learn and if it can be exciting and interesting more students would want to become fluent readers.
You should be able to read anywhere. You don't have to stress yourself making a reading area. Her life examples show that if you make it the culture of your classroom, they will read. Training them to read the first part of class instead of making a bunch of worksheets, etc. may benefit them more in the long run. I envision older typical groups of kids than the ones I have now. It is my hope that they will one day be able to read like the author describes.
Debi, I totally agree that free reading time should be in place of bell work in gen-ed classroom. How much easier to plan, too? For the non-readers maybe they could do books on tape or read with an adult if available.
Cher, I have also wondered what her purpose is for the non-reader or struggling readers. However; I have come to the conclusion that possibly engaging the readers would free up a teacher for working with struggling readers. When I worked as special ed teacher in 4th and 5th grades, it would drive me crazy that some teachers would have a 30-40 minute silent sustained reading time. This to me is like the good readers get better; and the poor readers get good at faking reading; thus "silent sustained faking" because goodness knows that teacher didn't want interrupted from grading papers at her desk!
I think a gen ed. teacher should let the good readers read on and assist or elicit assistance for those struggling. Maybe even switching out some good peer readers to pair up and read to or with the struggling students and rotating that with teacher assistance.
This teacher is an inspirer - less punitive in her demeanor; she loves reading and is enthusiastic to encourage literature that will capture her students' hearts and minds. She is talking to her students about literature meaningfully in an engaging discussion, not feeling guilty about talking to them about literature, taking them to library and helping them select books that they will truly connect with. (She is not worksheet obsessed or basal-driven, she knows that reading is infectious, and she doesn't have to keep a sterile classroom environment!)
I'm hoping the common core steers us away from spending the school year teaching to the test. Since test scores do mot matter much this year due to the transition I am really enjoying teaching my reading class. I am actually teaching my students to read and enjoy the book they choose and not read to answer test questions. There is a difference!
I have seen alot of reading corners in the elementary classrooms. Not really any starting at middle school level on up. I do not have one in my room. The author does not seem to view them as necessary, she believes it more important that can read anywhere not just in designated areas. When my students read silently I allow them to lay on the floor, under desks, I even had one student who would lay across the chair part of the desk and hang his head upside down! As long as they are reading I'm not picky about how they are doing it. I love to read and my students often see me reading when I can catch a few minutes during the day, unfortunately that does not occur much during the second semester! I have a small classroom library and it is rarely used by students. I do have a collection of class sets of books and I try to expand that every year. The author has an extensive classroom collection and does not seem to need to rely on the library even though she does access it. My situation is the opposite, I would like to extend my classroom library. Whenever there are extra books in the teachers lounge to be given away I always go through them but that does not happen often. I like her willingness to break apart from what a normal classroom looks like. She has the support of her principal and that is a key thing!
I really like the idea that she takes each of her classes to the library and they "explore" it. Many of my kids don't know how to find their way around the library they simply just follow their peers in books that they are reading. I also, like how she reads and shares books she has read with her students so that they realize she reads and loves to read. Many of my students don't look at reading as something that people want to do but rather as something they have to do. Most of my students don't realize that reading a good book is like having a really good movie playing in your head. I want to implement the notebook and the fact that they read from different genres. We have a rocking chairs and several bean bags that the students use when it is time to read. We also utilize the balance boards in my room.
Middle school kids do not seem to explore the library like they did when they were younger. After 6th grade teachers do not take their classes to the library at our school to check out books, students do that on their own time. I wonder why? I have never thought about it much until now.
Stephanie! I love your phrase "reading a good book is like having a really good movie playing in your head". How cool is that! That might catch kids attention!
I really liked her enthusiasm for reading and inspiring her students to enjoy reading. I liked that she explored the library and really taught the students how to navigate a library and what type of books to look for. In my observation, there is no training on how to look for books and how to navigate the library. It seems to just be a time to go get a book because I am supposed to take one home. I like the fact that she let the students get comfortable, where ever that may be, in her classroom to read and had the expectation to pick up a book if there were interruptions. I know I like to be comfortable to enjoy reading. The author believes reading should be enjoyable, reading whenever you have the time, and to choose what interests you!
I liked so many things she said about how to help students be better readers. Make it a daily habit. Teach library skills-how to use the library. Where to steal time to read. How often I steal time to read. What kind of example are we to kids about reading? I do not have a reading corner but enter my room and you may see a child sprawled on the floor.
All I can say is one word – DIFFERENTIATION! She starts out the year knowing that each and every one of her students beats to a different drum and she learns their beat by using surveys and asking questions to learn their interests and then help them to get connected with the love of reading. She does lots of pre-teaching so that when there are interruptions in class the students know what it should look like during those times. She pre-teaches what going to the library will look like and how it should sound and how to go about getting their books and so forth. She has learned that through these methods she does not have to be a front of the room teacher/lecture hall that her students can be self-motivated enough to be on task and doing assignments and learning while she works with each student one-on-one.
The classroom needs to be a place where students have time to read and discuss books being read. They don’t have to be organized with a reading corner; students should feel free to sit wherever they are comfortable reading. The climate of the classroom should be such that at every opportunity for a spare minute, students are diving into their books. The expectation of the importance and love of reading is foremost for the instructor and students.
ReplyDeleteI do have a concern about the teacher being the role model for students reading. I like to read with each student so they can hear the words, fluency, and discuss the content of books. If I sit and read as a role model, how does that impact reading with students not just beside them?
I think that during the 30 min designated for independent reading she reads also. However, her classes are 90 min long and she could have guided reading center where she can listen to students read along with teaching the students strategies for reading and figuring out meanings to unknown words. There could be days also where she is walking around the room during independent reading to talk with students like the time she was talking to a student about a movie being made from a book and ended up drawing in 5 other students. It's probably not the same everyday.
DeleteShe did say that during the first few weeks of school she models by reading while her students read. But she also said that as the year progresses, she spends less time actually reading herself, but rather is roaming the room and conferencing with students. I think that over time, although probably not daily, she is spending time with each student individually and that would influence each of them. I also made a note that she is building relationships with her students through their shared conversations about books.
DeleteThis comment has been removed by the author.
ReplyDeleteShowing excitement about going to the school library and setting up expectations for what to bring to the library, do in the library and take back to class from the library indicates a real plan. The author sees how busy work in the classroom is not always beneficial, and that in class reading has been researched and proven to be a great indicator of reading achievement and success. The author also shows that by choosing to read during interruptions or any spare moment, that reading is very fun and important to her, and eventually to her students.
ReplyDeleteGood point about her knowing that reading in class has been proven by research as a way to increase reading achievement.
DeleteI have never found the time to become familiar enough with our school library. I wish our librarian was at our school full time; we share her with another district. She knows the books in her library so well that she is a wealth of information and usually makes very good recommendations about books. Because our library is closed about half the time, I don't get to take my class to the library. I don't even know when they find the time during their day to get into the library. I'm going to try to get my reading classes for next year scheduled when the library is open.
DeleteOur school library is open more this year at the elementary school. We have a full time librarian, and the students go to library class twice a week for 25 minutes. They listen to a book, and then check out books. Other classes cannot come in when there is a class in the library. I think this is more library time than most schools have.
DeleteDebi-Yes I think this is the case in many schools. I think that is very hard when you never know what times they may be open or not. For our preschool the librarian has a schedule of everyday and times we will be in to check out books. For the older students it seems that sometimes they are left on their own or to the teacher. Library time is always fun to the students.
DeleteI think the way she teaches her students what she expects at the library is important. Most students at least in high school think to go to the library is to goof off. At my school our HS library is only staffed on Friday Mornings.
DeleteShe starts out the year with excitement for reading and has the students look at the hundreds of books on the shelves, allowing them to check them out. She also shows interest through the year by throwing out questions such as asking for recommendation of what to read for fellow students and getting excited about going to the library. She also has the expectation of students pulling out their books when there are interruptions, at the beginning of class and when they finish their work. She also got them to start reading at times like waiting in the picture line. I am an underground reader and would have loved doing that in middle and high school.
ReplyDeleteShe definitely started out the year with excitement for reading! When I taught older students, I absolutely LOVED when they gave me recommendations for books to read. Some of the best books I've ever read come from recommendations from my students!! What a great idea, also, for students to bring out their books during interruptions. It can be such wasted time, but the author found a way to even make that meaningful learning time. This book is full of great ideas!!
DeleteGetting recommendations from students to teacher or teacher to student opens up a comfort and willingness for help and conversation in so many aspects of the child's life.
DeleteMy son still visit his 5th grade teacher for book recommendations and to borrow books.
I really would like to incorporate the idea of beginning each class with free reading time instead of bell work. The author affirms that having students read is what gets the most bang for your buck, so why not do more of it? She also points out that it is the easiest activity to plan, model, and implement. She estimates her students get as much as four hours of independent reading each week because of all the time they spend reading during what would otherwise be wasted time; all I can say is WOW! My room, like hers doesn't have space for a dedicated reading corner and it isn't necessary. I don't have a couch or any comfy chairs, but I do have a huge pile of pillows in one corner and my students love them.
ReplyDeleteI remember in high school not having a reading corner but when we got our free reading time we could sit in our desks or lay on the floor. I was more than happy to get down on the floor since it got me out of the desk.
DeleteI remember in fourth grade having bean bags in the classroom in the reading corner. When we finished our work, we were able to free read there. I did a lot of free reading, and loved the opportunity to get out of my desk as well.
DeleteYes I liked how she stated that you don't have to have a reading corner. Often time especially as a elementary teacher we think that we need a designated area.
DeleteI loved that she talked about the importance of reading at the beginning of the class instead of bell work. What an incredible idea...that I'm not sure I would have thought of! :) It gives students something meaningful to do instead of busy work. That is an awesome way for students to get those very important minutes for free reading.
DeleteOne belief the author has is taking her students to the library and sharing the experience of a library. She states that many of her students do not come knowing skills about the library and she believes these must be taught and modeled. They go to the library with a purpose or goal not just a free time activity. Each student has to have a book to renew, return or a plan to get one. The goal is that every student walks out of the library with a book to read. This classroom seems very disciplined in that they know that any free time they may have is spent on reading. She believes that independent reading needs to be a necessity. I think that her passion flows onto her teaching of her students. I just feel the library time for all the students is awesome not just sending one or two at a time which is what I see some classrooms do. I think it becomes a group experience and excitement of all of the students. One thing I find is hard, is that as the students get older how can we motivate them to read. But here is the deal as well since we all work in special education this is great for students who have no difficulty in reading but the author doesn't talk a whole lot about the struggling reader maybe she will later in the book but that is a concern that I have dealt with?
ReplyDeleteI guess I am impressed that she takes all the time that was not being used in what she felt was a useful way and turned it into reading time, such as bell time and warm ups. She also used reading as a reward and made it known to the students the importance
ReplyDeleteof reading. As a result she saw better spellers, writers and thinkers, a pay back for the extra reading time. I also like the fact that students were allowed to discuss books amoung themselves and with the teacher, talking about a book seems to bring it alive and the teacher discussion adds more to the value of reading.
Yes, Kim, that was the part of the chapter that grabbed my attention also.
DeleteWouldn't it be so much nicer to have an engaging discussion with your teacher about a book you both enjoyed? It would be like wildfire to other students who haven't yet read that book!
The author of the book sets up her classroom very differently then what is considered "normal." She found a way to incorporate reading into everything that the students did during their day and found a way to make reading important for all of her students. I thought it was so interesting that she found a way to make classroom interruptions meaningful by having the students read, as well as any other spare moment that they had. She also found a way to make the library interesting for all of her students. She developed and modeled her expectations for library time and make it exciting and something to look forward to. Another one of her beliefs was that independent reading should be modeled by the teacher. She has some incredible ideas that I wish more teachers read about and understood. Reading is such an important skill for students to learn and if it can be exciting and interesting more students would want to become fluent readers.
ReplyDeleteYou should be able to read anywhere. You don't have to stress yourself making a reading area. Her life examples show that if you make it the culture of your classroom, they will read. Training them to read the first part of class instead of making a bunch of worksheets, etc. may benefit them more in the long run. I envision older typical groups of kids than the ones I have now. It is my hope that they will one day be able to read like the author describes.
ReplyDeleteReply to Debi:
ReplyDeleteDebi,
I totally agree that free reading time should be in place of bell work in gen-ed classroom. How much easier to plan, too? For the non-readers maybe they could do books on tape or read with an adult if available.
Reply to Cher:
ReplyDeleteCher,
I have also wondered what her purpose is for the non-reader or struggling readers. However; I have come to the conclusion that possibly engaging the readers would free up a teacher for working with struggling readers. When I worked as special ed teacher in 4th and 5th grades, it would drive me crazy that some teachers would have a 30-40 minute silent sustained reading time. This to me is like the good readers get better; and the poor readers get good at faking reading; thus "silent sustained faking" because goodness knows that teacher didn't want interrupted from grading papers at her desk!
I think a gen ed. teacher should let the good readers read on and assist or elicit assistance for those struggling. Maybe even switching out some good peer readers to pair up and read to or with the struggling students and rotating that with teacher assistance.
This teacher is an inspirer - less punitive in her demeanor; she loves reading and is enthusiastic to encourage literature that will capture her students' hearts and minds. She is talking to her students about literature meaningfully in an engaging discussion, not feeling guilty about talking to them about literature, taking them to library and helping them select books that they will truly connect with. (She is not worksheet obsessed or basal-driven, she knows that reading is infectious, and she doesn't have to keep a sterile classroom environment!)
ReplyDeleteI'm hoping the common core steers us away from spending the school year teaching to the test. Since test scores do mot matter much this year due to the transition I am really enjoying teaching my reading class. I am actually teaching my students to read and enjoy the book they choose and not read to answer test questions. There is a difference!
DeleteI have seen alot of reading corners in the elementary classrooms. Not really any starting at middle school level on up. I do not have one in my room. The author does not seem to view them as necessary, she believes it more important that can read anywhere not just in designated areas. When my students read silently I allow them to lay on the floor, under desks, I even had one student who would lay across the chair part of the desk and hang his head upside down! As long as they are reading I'm not picky about how they are doing it. I love to read and my students often see me reading when I can catch a few minutes during the day, unfortunately that does not occur much during the second semester! I have a small classroom library and it is rarely used by students. I do have a collection of class sets of books and I try to expand that every year. The author has an extensive classroom collection and does not seem to need to rely on the library even though she does access it. My situation is the opposite, I would like to extend my classroom library. Whenever there are extra books in the teachers lounge to be given away I always go through them but that does not happen often. I like her willingness to break apart from what a normal classroom looks like. She has the support of her principal and that is a key thing!
ReplyDeleteI also like her willingness to be different and not teach like all the rest. I don't mind how students sit as long as they are reading.
DeleteI really like the idea that she takes each of her classes to the library and they "explore" it. Many of my kids don't know how to find their way around the library they simply just follow their peers in books that they are reading. I also, like how she reads and shares books she has read with her students so that they realize she reads and loves to read. Many of my students don't look at reading as something that people want to do but rather as something they have to do. Most of my students don't realize that reading a good book is like having a really good movie playing in your head. I want to implement the notebook and the fact that they read from different genres. We have a rocking chairs and several bean bags that the students use when it is time to read. We also utilize the balance boards in my room.
ReplyDeleteMiddle school kids do not seem to explore the library like they did when they were younger. After 6th grade teachers do not take their classes to the library at our school to check out books, students do that on their own time. I wonder why? I have never thought about it much until now.
DeleteStephanie! I love your phrase "reading a good book is like having a really good movie playing in your head". How cool is that! That might catch kids attention!
DeleteI really like the notebooks as well and hope to incorporate that somehow in my sessions. I agree with the library statements.
DeleteI really liked her enthusiasm for reading and inspiring her students to enjoy reading. I liked that she explored the library and really taught the students how to navigate a library and what type of books to look for. In my observation, there is no training on how to look for books and how to navigate the library. It seems to just be a time to go get a book because I am supposed to take one home. I like the fact that she let the students get comfortable, where ever that may be, in her classroom to read and had the expectation to pick up a book if there were interruptions. I know I like to be comfortable to enjoy reading. The author believes reading should be enjoyable, reading whenever you have the time, and to choose what interests you!
ReplyDeleteI liked so many things she said about how to help students be better readers. Make it a daily habit. Teach library skills-how to use the library. Where to steal time to read. How often I steal time to read. What kind of example are we to kids about reading? I do not have a reading corner but enter my room and you may see a child sprawled on the floor.
ReplyDeleteAll I can say is one word – DIFFERENTIATION! She starts out the year knowing that each and every one of her students beats to a different drum and she learns their beat by using surveys and asking questions to learn their interests and then help them to get connected with the love of reading. She does lots of pre-teaching so that when there are interruptions in class the students know what it should look like during those times. She pre-teaches what going to the library will look like and how it should sound and how to go about getting their books and so forth. She has learned that through these methods she does not have to be a front of the room teacher/lecture hall that her students can be self-motivated enough to be on task and doing assignments and learning while she works with each student one-on-one.
ReplyDelete