The+Book+Whisperer+by+Donalyn+Miller

I have just finished reading the best book for every Reading Teacher in America. It touches upon everything we probably embrace, but find difficulty implementing into our classrooms. __The Book Whisperer__ by Donalyn Miller is a perfect "summer read" for teachers. She acknowledges the hardship of state tests, but insists that her approach will also lead students to admirable scores.

In a nutshell, Miller reminds us of the importance of just reading every day...we should not have a "disconnect" between what readers do in school and reading in "real life". This is where my slogan from years ago that was plastered on my first grade walls, "Turn Schooltime Reading Into Lifetime Reading", comes into play. I must admit that the state test preparation has steered me away from taking the time of having "independent reading/authentic reading/real reading" as a part of my every single day agenda in the classroom. This book, has reminded me of its importance, and I plan on making sure it's a part of my students' "reading day" every day!

Miller also reminds the reader/teacher/me of the different types of readers. She's given them different titles and I like them. First, she labels the "struggling reader" as a "developing reader". These are the students who have failed at least one standardized test, has had difficulty reading most material in and out of the classroom, and has been given extra help (Title One, Intervention Programs, and Tutoring Programs). I believe that these programs can be very beneficial, but Ms. Miller reminds me that these programs often lack exposure to "real reading" for the "developing reader." So, even as I tutor this summer, I will make sure that my students are exposed to "real reading" and my excitement for it!

This book also gives a title to someone who can read, but is unmotivated to read...she calls this student the "dormant reader". I think I have this child in my class every year, but I also think I have risen to this child's challenge each year. It is essential that this child doesn't get lost in the "No Child Left Behind" worry of teachers. In other words, we must be reminded that the "developing reader" isn't the only chld in our classroom. My past year was extraordinary...I had a group of children, with several wrap-arounds, but they were children who were willing to listen and learn. Sure, I had the "buggers" who always looked for the "easy way out", but all in all, they were willing. That makes teaching the "developing reader" and "dormant reader" a pleasant, challenging experience. The state test harboring its wickedness over every teacher's head can be very overwhelming, but when you have students, and parents for that matter, who are willing to go on the reading journey with you, both philosophies of Donalyn Miller and the State of Pennsylvania can be coupled fairly harmoniously. Anyway, back to the thoughts of a "dormant reader". This type of reader can read, but only uses this skill as just that...a skill. It's used to "get by". It's used as a means to achieving well on tests. Basically, they are uninterested in reading for enjoyment. This is one of most teachers' strong suits..We love to get students excited about books. I enjoy finding books of interest for students...this can be done by having students fill out a reading survey on the first day of your class. I will supply you with an example at the end of my "endorsement" of this book.

Donalyn Miller also labels another reader as an "underground reader". I had a few of these children in my class this year. They love to read. They just don't want to read what you are reading. They don't like your novel selection. They speed through your selection and begin reading their own selected title. I just let them loose. I do provide these students with "choices"...they can take the 'classroom test", or they can do a "project" (selection of projects given to them with rubrics and expectations). As a whole, these students are pleased that I've acknowledged their reading "issues" and run with a new opportunity that I've provided for them. Sometimes, I'm just glad that they are reading! I guess that's the case with all of my students. But honestly, there will be days that what we are doing is not going to suit every child. That's when I pull out Sermon #345...Our work will always be meaningful, but not always what strikes your fancy. In my opinion, every once in a while, students are going to need to accept that we (the teachers) are not always going to be able to compete with 25 different reading tastes...and sometimes "whole group instruction" will be a "must" in order to allow indivdual opportunities to read. This sermon is not from Ms. Miller, and she would probably not agree with my thoughts.

Balancing my thrill to expose great literature, great opportunities for reading, and a model for what makes a "developing, dormant and/or underground reader" a reader for a lifetime, with the scientifically-based components of what the state requires a teacher to do will be the challenge that will always be placed before me__.__ Teachers will always be picking and choosing the best parts of several philosophies and molding them into their own. I don't know of one teacher who shares the exact same philosophy as their coworkers. In my opinion, as soon as we have carbon copies of teachers, that's when computers can take over and the emotion of teaching will be lost. __. The Book Whisperer__ by Donalyn Miller has been an exciting reminder for me that teaching is an art. "Doing it all" (and I haven't touched on all the social/emotional skills we are asked to teach) is what makes our job the most difficult, yet most rewarding, occupation in the world.

The following Interest Survey was taken from Donalyn Miller's book.

1. What kind of books do you like to read?

2. How do you get your news? What parts of the newspaper do you read?

3. What are your favorite magazines or web sites?

4. What type of TV programs do you prefer? Why?

5. What is your favorite activity or subject at school? Your least favorite?

6. What is your first choice about what to do when you have free time at home?

7. What kinds of things have you collected?

8, If you could talk to any person currently living, who would it be? Why? Think of a question you would ask the person?

9. If you could talk to any person in history, who would it be? Why? Think of a question you would ask the person?

10. What are your hobbies? How much time do you spend on your hobbies?


 * The book also offers a booklist recommended by Ms. Miller. I need to remember that all teachers have a special thirst for books and each has different tastes, plus, Ms. Miller is a sixth grade teacher, while I am a fourth grade teacher...I'd be sure to add Beverly Cleary and Judy Blume to the list. I'm also taken in by old time favorites that some may assume are everyone's favorites.