Book+Whisperer+1+&+2


 * Welcome to the first ever TVSC virtual book discussion!

After reading Chapters 1 and 2, what are your initial thoughts, questions, concerns. Specifically, what do you think about the different types of readers as discussed on pages 24-32?

Start off your response with a bullet and your name in bold followed by your comment. You can piggyback your response off someone else or start your own line of discussion.
 * **name** response

If you have a particular question you want people to respond to, click the discussion tab at the top of the "notebook" and start a discussion. The first post gives you step by step instructions on how to post a question and respond to others!

@http://www.choiceliteracy.com/public/1450.cfm
 * **Kristen** "I liked her perspective of readers. This is much different than the typical labels of "low reader" "high reader". They are much more descriptive of our readers."
 * **Doug** Yes, most of my students would fit in one of the three categories. I found the Underground Readers to be an interesting group. And what Miller says is true: "These students have such advanced reading abilities...that few teachers design instruction around their needs, preferring instead to develop a curriculum" around students reading below grade level. This is sadly true. We focus on the lower students since we are being judged on their progress (No child left behind). With a finite amount of time and energy, the Underground Readers must fend for themselves.
 * **June** I have seen each type of these readers in classrooms. I wonder how best to reach each of these readers. I rely heavily on reading surveys, but struggle with coming up with questions to elicit the best responses. Please add your your suggestions to the "reading survey" question on the discussion page.
 * **Terri** I am inspired and hopeful. I like her label of "developing" readers. I've always viewed struggling readers as such and have tried to get them to see themselves this way. I also enjoy her anti-testing slant. I'm anxious to learn how she is able to incorporate lessons on comprehension and how she then can assess student growth. I also look forward to providing students more time to read, which will provide me the same.
 * **Lois** Inspiring is a good word for the opening chapters of this book. June, do you have any of the titles she mentions second paragraph of page 15? I would love to read them all. I have Ellen's //Mosaic//, but would love to see the others. I loved the book frenzy of opening day in her classroom and her continual book mountains on student desks. I am working on some mountains. This weekend I visited Goodwill and Barnes and Noble, adding fifteen new titles to my classroom library. These opening chapters make me think of a quote from Nancie Atwell:" For students at every ability and background, it is the simple miraculous act of reading a good book that turns them into readers...The job of adults who care about reading is to move heaven and earth to put that book into a child's hands." penny Kittle has an awesome video about student choice in reading on her page of the Heinemann website.
 * **June** [|Click here] To view the Penny Kittle video...Thanks Lois for mentioning it! I have //In the Middle//, and Y//ellow Brick Road// (but it has already been checked out ).
 * **Shelly:** Check out this link. It is a podcast by our author. She talks about engaging readers and other things from the book.
 * ** Susan: ** I remember the days of everyone on the same book, same page, same time. It was horrible as a student and as a teacher. I remember in high school starting __The Scarlet Letter__ and really getting into it, until my teacher stretched it out for 6 weeks and forced us to answer worksheet after worksheet, regurgitating her opinions. Her story about Kelsey taking the TAKS, just illustrated how much learning ISTEP does not assess. It shows us just a snapshot, but it misses that a student went from a devloping reader to a student who finished 42 books.
 * ** Shelly: ** I remember reading the basal and racing ahead to get the story done so that I could get back to my book. I still feel like I am sneaking ways to get more reading time into my day as an adult. I have been and underground reader all my life and still am in some ways. I devour books when I can. I am inspired by the beginning and the first two chapters. I already have stickys and highlights all through the book.
 * **Abby:** I really liked the survey that she did at the beginning of the year to understand more about her readers. Why didn't I think of that?!? I know my students' interests now, but it has taken half of the year to figure it out. It would have been so easy to do a survey right from the start. I have enjoyed recommending books and pulling stacks of ones that I think certain individuals would like to read. The kids are excited to have their own stack and know that there will be more to come! I think it lets the students know that I was thinking of them specifically when I chose those books.
 * **Jane** Sorry to join late... I'm an underground reader and was trying to finish up a new fiction book with embedded science before I started this book. The first two chapters remind me of Rafe Esquith's approach to spreading the love of reading like a virus. Anybody else feel that way? I wish I had more books to share. It is always fun to hook a student, but I often get a response about what they have to read when I offer to suggest some titles.
 * **Pam** : If I went back through years of student lists I could tell you so many names of underground readers - Rich Burdge and Adrian Negreros pop into my head. They survived and flourished in spite of me. I am on a mission to provide piles of books for the develping, dormant, and underground readers in my classes. I am very pleased to see Donalyn Miller is encouraging the Gary Paulsen books, he is one of my absolute favorites and I start every year with Hatchet as a read-a-loud. I am currently searching my shelves to see how many of her suggested books I have so I can carry a list to Goodwill, used book stores and garage sales.
 * **Shelly:** I asked my students to do a quick write yesterday asking them about their thoughts on reading. I was shocked to find out that some still do not like reading. Reading at school was okay with most of them, but reading at home was often too distracting or not as pleasurable. They like the school setting for reading the most. The biggest complaint...they do not to stop reading when I have to ask them to.
 * **Miriel:** I'm loving this book; good choice June! After the first two chapters, I'm making loads of discoveries, many of which center around what I'm doing wrong and what needs to change in my own classroom. For starters, I'm always intimidated by the money hinderances and how we can obtain more books. When I began teaching in Indianapolis I was fortunate enough to fall into a position of a woman who was becoming our Vice Principal. She was generous enough to donate oodles of non-fiction books she acquired at the Marion County Library sale. Unfortunately these are not to pleasing to the middle schooler's eye. Beginning this week, I've decided to divide and conquer. At the front of the room we have a book title and topics suggestion list. This will be my launch pad, and if any of you are interested in what we've added to the list send me an email, and I would be glad to get you titles and topics.
 * **June**: Great Idea Miriel! I would live a copy of your list. Based on the list, I may have some suggestions for you! Also, Jeff Shriver is thinking about integrating young adult and adult books dealing with U.S History into his curriculum. Students will pick a book each semester based on the history studied during that time and reflecting via wiki to tie it into classroom learning. It is planning stages now, but sounds really interesting - lots of choices. If you are interested, we can develop something for your classes too...Also Check out the discussion with chapters 5. 6 and 7 to get ideas as to where to find cheap books...
 * Blaine: Talk about getting in the game late!!! I've really enjoyed reading the responses so far. I read the book in a weekend and felt like crap because off all the things I did not do when I was in the classroom. I hated teaching the basal and allowed independent reading time for students to develop a love of reading. As a student, I was a Developing Reader through elementary school. Thank God for Mr. Hunter, my 6th grade Reading Teacher. He allowed us to choose books to read and then we would conference with him at the conclusion of the book. He was ahead of his time even though he was at the end of his teaching career. I read //Season on the Brink// that year and it sparked my interest in reading. You won't find that book in the library due to Coach Knight's vular language. The book is not appropriate for school, but maybe Mr. Hunter knew that it was the one book that would get me motivated to read.