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Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits
In Reading in the Wild, reading expert Donalyn Miller continues the conversation that began in her bestselling book, The Book Whisperer. While The Book Whisperer revealed the secrets of getting students to love reading, Reading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong "wild" reading habits in our students.
Based, in part, on survey responses from adult readers as well as students, Reading in the Wild offers solid advice and strategies on how to develop, encourage, and assess five key reading habits that cultivate a lifelong love of reading. Also included are strategies, lesson plans, management tools, and comprehensive lists of recommended books. Copublished with Editorial Projects in Education, publisher of Education Week and Teacher magazine, Reading in the Wild is packed with ideas for helping students build capacity for a lifetime of "wild" reading.
"When the thrill of choice reading starts to fade, it's time to grab Reading in the Wild. This treasure trove of resources and management techniques will enhance and improve existing classroom systems and structures." —Cris Tovani, secondary teacher, Cherry Creek School District, Colorado, consultant, and author of Do I Really Have to Teach Reading?
"With Reading in the Wild, Donalyn Miller gives educators another important book. She reminds us that creating lifelong readers goes far beyond the first step of putting good books into kids' hands." —Franki Sibberson, third-grade teacher, Dublin City Schools, Dublin, Ohio, and author of Beyond Leveled Books
"Reading in the Wild, along with the now legendary The Book Whisperer, constitutes the complete guide to creating a stimulating literature program that also gets students excited about pleasure reading, the kind of reading that best prepares students for understanding demanding academic texts. In other words, Donalyn Miller has solved one of the central problems in language education." —Stephen Krashen, professor emeritus, University of Southern California
Based, in part, on survey responses from adult readers as well as students, Reading in the Wild offers solid advice and strategies on how to develop, encourage, and assess five key reading habits that cultivate a lifelong love of reading. Also included are strategies, lesson plans, management tools, and comprehensive lists of recommended books. Copublished with Editorial Projects in Education, publisher of Education Week and Teacher magazine, Reading in the Wild is packed with ideas for helping students build capacity for a lifetime of "wild" reading.
"When the thrill of choice reading starts to fade, it's time to grab Reading in the Wild. This treasure trove of resources and management techniques will enhance and improve existing classroom systems and structures." —Cris Tovani, secondary teacher, Cherry Creek School District, Colorado, consultant, and author of Do I Really Have to Teach Reading?
"With Reading in the Wild, Donalyn Miller gives educators another important book. She reminds us that creating lifelong readers goes far beyond the first step of putting good books into kids' hands." —Franki Sibberson, third-grade teacher, Dublin City Schools, Dublin, Ohio, and author of Beyond Leveled Books
"Reading in the Wild, along with the now legendary The Book Whisperer, constitutes the complete guide to creating a stimulating literature program that also gets students excited about pleasure reading, the kind of reading that best prepares students for understanding demanding academic texts. In other words, Donalyn Miller has solved one of the central problems in language education." —Stephen Krashen, professor emeritus, University of Southern California
294 pages, Kindle Edition
First published January 1, 2013
493 people are currently reading
4693 people want to read
About the author
Donalyn Miller
9 books5,991 followersDonalyn Miller has worked with a variety of upper elementary and middle school students and currently teaches fifth grade at O.A. Peterson Elementary in Forth Worth, Texas. In her popular book, The Book Whisperer, Donalyn reflects on her journey to become a reading teacher and describes how she inspires and motivates her middle school students to read 40 or more books a year. In her latest book, Reading in the Wild, Donalyn collects responses from 900 adult readers and uses this information to teach lifelong reading habits to her students. Donalyn currently facilitates the community blog, The Nerdy Book Club and co-writes a monthly column for Scholastic’s Principal-to-Principal Newsletter. Her articles about teaching and reading have appeared in publications such as The Reading Teacher, Educational Leadership and The Washington Post.
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Displaying 1 - 30 of 883 reviews
May 26, 2013
Yes, I'm rating my own book. Not because I'm full of myself, but because I want my goodreads' friends to see that it is here:) I'm proud of Reading in the Wild and I look forward to sharing it with you.
May 29, 2013
That I get to review this book is one of the pleasures of having a friendship with Donalyn Miller.
It's easy to slip into this kind of language. Isn't it? My friend. Donalyn Miller. Put the comma in and you qualify that your friend is, in fact, Donalyn Miller.
And then the pronouns come knocking.
Donalyn Miller is my friend. Your friend. Our friend.
It's easy. And for fans of THE BOOK WHISPERER, through which so many of us were first acquainted with this dynamic reader/teacher, READING IN THE WILD, is probably one of the most anticipated professional books set to release in 2013. And this is a bold statement, I realize, but this is THE BOOK WHISPERER we are talking about here folks.
I have been in a crowded exhibition hall with Donalyn only to witness Kelly Gallagher come up and playfully invite Donalyn to "whisper to him." I have sat in the seat next to Donalyn as Doug Fischer gave a playful nod to her during a keynote address.
People know Donalyn Miller. I know Donalyn Miller. You know Donalyn Miller. Okay. . .let's just run them all out. . .WE know Donalyn Miller.
And we know her through her willingness to share her philosophy and approach to reading that has worked for her in measurable and maybe immeasurable (the whole apple and seed thing) ways. Her writing style is poised to be instructional but reads like it were always purposely invitational.
So, a book by Donalyn Miller, THE BOOK WHISPERER, is like responding to that subtle invitation to look inside the process. Donalyn Miller is all at one professionally personal and personally professional. It's a mix most of us would like to aspire to, but perhaps we are afraid of being mobbed in the halls of some annual convention. I think Donalyn welcomes this with her leadership in The Nerdy Book Club and her summer season #bookaday at Twitter, and her monthly chat, #TitleTalk that she co-hosts with super teacher Colby Sharp.
This is our friend. Donalyn Miller. She knows the power of inclusion as much as she appreciates the power of entourage. Find Donalyn Miller in any conference and you will find her with her people. Readers. Readers who had been looking for an adequate word to describe what they knew to be true of themselves when it came to books and reading.
That sense of being WILD. READERS IN THE WILD.
So, all of this to say, that I have read READING IN THE WILD. And I promised Donalyn that I would not quote any material from the book just yet. So I won't. So, while this may read like a fan letter. . .okay. . .it's a kind a fan letter. I am a friend. And I am a fan.
When Donalyn asked if I would read an early copy of the book, how else could I have responded. As a teacher in the field, I might have thought, "Yes. This is the book to which we have all been looking forward." But, as a friend, I thought, "I get to interact with Donalyn through her writing. . .through her ideas."
And this is what makes READING IN THE WILD so very special. Those who know Donalyn know that she puts into practice what she offers from the pulpit. It's about readers. It's about books. It's as Teri Lesesne (@ProfessorNana) writes in the forward to the new book, "It's about connection." And it's about approach. It's about celebration. And it's about honoring choice. It's about recognizing that at the end of the day, when all of the dust clears, it's going to be about a reader and a book.
If this is what you need to know about READING IN THE WILD that will prompt you to pre-order your copy, then I offer this to you with my reputation for recommending good titles. Good reads. But I don't need to do this for Donalyn. Donalyn's name on a book or on a blog brings its own credibility as much as it brings its own celebrity.
In the new book, Donalyn not only coins the term WILD READERS, she codifies the language that all of us will be using and sharing with our readers into the new school year. Donalyn's use of Classroom Non-Negotiables demonstrates the serious nature of the business of book whispering while still maintaining a sense of community in the classroom.
With language culled from an extended community of readers from across the United States, Miller anchors her work with the voices of those who find themselves in the state of "wild reading."
Donalyn brings the research into the new work, but only as if to say, "These are the people I have read. This is what they have had to say. I want to share it with you. In case you had not seen it." Donalyn has a way of bringing cited material to her work without pretense. It's her practice. And the Whisperer is really bringing that practice to the page in her second offering to the professional reading community.
On a personal note (as if this hasn't gone around the personal bend aleady), I love having the ability and the standing invitation to call Donalyn to talk about. . .whatever. Usually, it's books. We have a certain way in which we talk about books. I like to call it a Book Blitz. We talk over each other. Around each other. Trying to get that new title or trying to best one another in some kind of connection. It's like playing Words with A Friend. And I love it. But when my own children were on the receiving end of what we might call "The Book Whisperer Gone Bad " (Teresa Bunner and Donalyn Miller), it was my friend Donalyn who was on the phone as both of us were preparing to go into our separate classrooms. One in Texas. One in Indiana.
And we talked. Because with Donalyn, this work is so very personal. I don't know that she would be perfectly comfortable with my sharing the particulars of that conversation, but I got to hear inside the heart of the whisperer on that very morning. For anyone who has not had the opportunity to have met Donalyn at the professional level, let alone the personal, I will tell you. . .that heart is true. That heart whispers. And it has something to say to you that is so important to what you do with your readers in your classroom, that I would implore you. . .if you have not read THE BOOK WHISPERER, let it be your introduction to my friend, Donalyn Miller.
It's easy to slip into this kind of language. Isn't it? My friend. Donalyn Miller. Put the comma in and you qualify that your friend is, in fact, Donalyn Miller.
And then the pronouns come knocking.
Donalyn Miller is my friend. Your friend. Our friend.
It's easy. And for fans of THE BOOK WHISPERER, through which so many of us were first acquainted with this dynamic reader/teacher, READING IN THE WILD, is probably one of the most anticipated professional books set to release in 2013. And this is a bold statement, I realize, but this is THE BOOK WHISPERER we are talking about here folks.
I have been in a crowded exhibition hall with Donalyn only to witness Kelly Gallagher come up and playfully invite Donalyn to "whisper to him." I have sat in the seat next to Donalyn as Doug Fischer gave a playful nod to her during a keynote address.
People know Donalyn Miller. I know Donalyn Miller. You know Donalyn Miller. Okay. . .let's just run them all out. . .WE know Donalyn Miller.
And we know her through her willingness to share her philosophy and approach to reading that has worked for her in measurable and maybe immeasurable (the whole apple and seed thing) ways. Her writing style is poised to be instructional but reads like it were always purposely invitational.
So, a book by Donalyn Miller, THE BOOK WHISPERER, is like responding to that subtle invitation to look inside the process. Donalyn Miller is all at one professionally personal and personally professional. It's a mix most of us would like to aspire to, but perhaps we are afraid of being mobbed in the halls of some annual convention. I think Donalyn welcomes this with her leadership in The Nerdy Book Club and her summer season #bookaday at Twitter, and her monthly chat, #TitleTalk that she co-hosts with super teacher Colby Sharp.
This is our friend. Donalyn Miller. She knows the power of inclusion as much as she appreciates the power of entourage. Find Donalyn Miller in any conference and you will find her with her people. Readers. Readers who had been looking for an adequate word to describe what they knew to be true of themselves when it came to books and reading.
That sense of being WILD. READERS IN THE WILD.
So, all of this to say, that I have read READING IN THE WILD. And I promised Donalyn that I would not quote any material from the book just yet. So I won't. So, while this may read like a fan letter. . .okay. . .it's a kind a fan letter. I am a friend. And I am a fan.
When Donalyn asked if I would read an early copy of the book, how else could I have responded. As a teacher in the field, I might have thought, "Yes. This is the book to which we have all been looking forward." But, as a friend, I thought, "I get to interact with Donalyn through her writing. . .through her ideas."
And this is what makes READING IN THE WILD so very special. Those who know Donalyn know that she puts into practice what she offers from the pulpit. It's about readers. It's about books. It's as Teri Lesesne (@ProfessorNana) writes in the forward to the new book, "It's about connection." And it's about approach. It's about celebration. And it's about honoring choice. It's about recognizing that at the end of the day, when all of the dust clears, it's going to be about a reader and a book.
If this is what you need to know about READING IN THE WILD that will prompt you to pre-order your copy, then I offer this to you with my reputation for recommending good titles. Good reads. But I don't need to do this for Donalyn. Donalyn's name on a book or on a blog brings its own credibility as much as it brings its own celebrity.
In the new book, Donalyn not only coins the term WILD READERS, she codifies the language that all of us will be using and sharing with our readers into the new school year. Donalyn's use of Classroom Non-Negotiables demonstrates the serious nature of the business of book whispering while still maintaining a sense of community in the classroom.
With language culled from an extended community of readers from across the United States, Miller anchors her work with the voices of those who find themselves in the state of "wild reading."
Donalyn brings the research into the new work, but only as if to say, "These are the people I have read. This is what they have had to say. I want to share it with you. In case you had not seen it." Donalyn has a way of bringing cited material to her work without pretense. It's her practice. And the Whisperer is really bringing that practice to the page in her second offering to the professional reading community.
On a personal note (as if this hasn't gone around the personal bend aleady), I love having the ability and the standing invitation to call Donalyn to talk about. . .whatever. Usually, it's books. We have a certain way in which we talk about books. I like to call it a Book Blitz. We talk over each other. Around each other. Trying to get that new title or trying to best one another in some kind of connection. It's like playing Words with A Friend. And I love it. But when my own children were on the receiving end of what we might call "The Book Whisperer Gone Bad " (Teresa Bunner and Donalyn Miller), it was my friend Donalyn who was on the phone as both of us were preparing to go into our separate classrooms. One in Texas. One in Indiana.
And we talked. Because with Donalyn, this work is so very personal. I don't know that she would be perfectly comfortable with my sharing the particulars of that conversation, but I got to hear inside the heart of the whisperer on that very morning. For anyone who has not had the opportunity to have met Donalyn at the professional level, let alone the personal, I will tell you. . .that heart is true. That heart whispers. And it has something to say to you that is so important to what you do with your readers in your classroom, that I would implore you. . .if you have not read THE BOOK WHISPERER, let it be your introduction to my friend, Donalyn Miller.
June 22, 2013
Unbelievable resource that will lead teachers to continue down the path we started as we turned the pages of The Book Whisperer. These are the strategies, teacher think alouds, conversations, and models we crave when we read and learn alongside our student readers and attempt to hone our craft. I can't wait until this is in the hands of my colleagues, my children's teachers, and those who are making decisions about what reading will mean in the curricula offered as we integrate new standards and assessments into our teaching landscapes. This is a book that will change my teaching.
May 31, 2013
Yes. It is everything you have come to expect from Donalyn Miller. Brilliant. Important. Word changing.
March 9, 2014
I had requested this book from my library quite some time ago, and my turn finally cropped up; and so I've had to drop most of my other reading in order to read this before its due to continue on to the next requester. In all fairness though, the timing was perfect and I was happy to drop my other books to concentrate on this one.
My 7 year old is quite an advanced reader for his age however I've noticed that that initial excitement that he had for reading has dulled a wee bit in recent months. I still have to get to the bottom of that, to make sure there are not any other underlying factors – but I’m really thinking that it’s a case of the “new, shininess” of reading has worn off somewhat and it’s no longer a novelty that he can read exciting books and that lately he’s been more interested in Lego and dragons.
In any case, this book came along at a great time. You may recall my review of this authors first book titled Book Whisperer: https://www.goodreads.com/review/show...
There was soooo much I loved about this book:
The numerous, practical suggestions for instilling this idea into children that they are readers and little tips on how they might organize their reading life as such. Even such simple things as trying to plant the seed in their minds that readers always carry books to read during spare moments throughout the day. This may seem obvious – but kids don’t necessarily have the skill set yet to organize their days and it is probably an aha moment for them when they realize that packing their book into a bag when they go out might eventually become as ingrained as brushing their teeth. And its these little tips that contribute towards helping a child to view himself as a READER! Brilliant! We want our kids to see themselves as people who are serious readers!
I LOVED her ideas on curating a classroom library – many of which were transferable to home-libraries.
I LOVED her chapter on building a personal canon (even though it was way too short).
Some things I didn't love about the book:
I don’t want to negate the wonderful rapport and trust she’s built with her students. This is truly priceless. I do however find myself wondering why she stops short of trying to inspire her students to read more classical works; of trying to inspire her students to develop an appetite for works that are more richly layered. I’m not sure if it’s because she doesn't see the value in them or if it’s because she doesn't want to compromise the trust that she’s earned in recommending the “cool” books that she knows her students will like.
In a similar vein, I found myself getting annoyed at the emphasis of “quantity” over “quality”… I’m not sure if the author is aware of how much she emphasizes this or whether it is an intentional part of her plan to get kids reading. She talks about reading a book a day during the summer and as much as I’m a pretty prolific reader – I shuddered when I heard this. It reminded me of someone binging on tv, sitting mindlessly in front of a tv and passively taking in the information but doing nothing with it. For me an integral part of reading is the marinating period – when one must take time to reflect and respond to what I’ve just read. If you are intent on meeting some kind of book-a-day quota, I HAVE to believe that it’s at the expense of a marinating period. But then again, I have to wonder if the books that she reads REQUIRE a steeping period. I think what it boils down to is that the author's reason for reading differs greatly from my own reasons for reading.
And in case this sounds negative, I have to reiterate again that I am so thankful that there are reading mentors out there who are passionate about passing along a love of reading to the next generation. Children are blessed to have such a mentor.
I just wish this mentor would take the next (for me) logical step towards inspiring her mentees to include some classical works in their to-read lists or at least to plant the seed that this would be an inspired “next step” for them to reach towards.
My 7 year old is quite an advanced reader for his age however I've noticed that that initial excitement that he had for reading has dulled a wee bit in recent months. I still have to get to the bottom of that, to make sure there are not any other underlying factors – but I’m really thinking that it’s a case of the “new, shininess” of reading has worn off somewhat and it’s no longer a novelty that he can read exciting books and that lately he’s been more interested in Lego and dragons.
In any case, this book came along at a great time. You may recall my review of this authors first book titled Book Whisperer: https://www.goodreads.com/review/show...
There was soooo much I loved about this book:
The numerous, practical suggestions for instilling this idea into children that they are readers and little tips on how they might organize their reading life as such. Even such simple things as trying to plant the seed in their minds that readers always carry books to read during spare moments throughout the day. This may seem obvious – but kids don’t necessarily have the skill set yet to organize their days and it is probably an aha moment for them when they realize that packing their book into a bag when they go out might eventually become as ingrained as brushing their teeth. And its these little tips that contribute towards helping a child to view himself as a READER! Brilliant! We want our kids to see themselves as people who are serious readers!
I LOVED her ideas on curating a classroom library – many of which were transferable to home-libraries.
I LOVED her chapter on building a personal canon (even though it was way too short).
Some things I didn't love about the book:
I don’t want to negate the wonderful rapport and trust she’s built with her students. This is truly priceless. I do however find myself wondering why she stops short of trying to inspire her students to read more classical works; of trying to inspire her students to develop an appetite for works that are more richly layered. I’m not sure if it’s because she doesn't see the value in them or if it’s because she doesn't want to compromise the trust that she’s earned in recommending the “cool” books that she knows her students will like.
In a similar vein, I found myself getting annoyed at the emphasis of “quantity” over “quality”… I’m not sure if the author is aware of how much she emphasizes this or whether it is an intentional part of her plan to get kids reading. She talks about reading a book a day during the summer and as much as I’m a pretty prolific reader – I shuddered when I heard this. It reminded me of someone binging on tv, sitting mindlessly in front of a tv and passively taking in the information but doing nothing with it. For me an integral part of reading is the marinating period – when one must take time to reflect and respond to what I’ve just read. If you are intent on meeting some kind of book-a-day quota, I HAVE to believe that it’s at the expense of a marinating period. But then again, I have to wonder if the books that she reads REQUIRE a steeping period. I think what it boils down to is that the author's reason for reading differs greatly from my own reasons for reading.
And in case this sounds negative, I have to reiterate again that I am so thankful that there are reading mentors out there who are passionate about passing along a love of reading to the next generation. Children are blessed to have such a mentor.
I just wish this mentor would take the next (for me) logical step towards inspiring her mentees to include some classical works in their to-read lists or at least to plant the seed that this would be an inspired “next step” for them to reach towards.
March 30, 2014
Every teacher everywhere should read Donalyn Miller's books. I absolutely love and agree with everything she says. Her books justify everything I believe about reading instruction.
Donalyn's philosophy is simple: if you want kids to be good readers, let them read. That's really all it is. Teachers need to provide plenty of independent reading time for students at school.
I firmly believe in the power of independent reading. Even when I was teaching first grade, I let the students pick which books they wanted to read and it worked perfectly. The year I stopped focusing on crazy lesson plans and focused more on the business of reading, was also, incidentally, the year their end of year test scores significantly increased.
What's interesting, is that Donalyn's method is so simple, that teachers doubt it. The fact is, how can students learn to love reading if they don't actually get to read?
To support independent reading, students need to have a large selection of books available. Classroom libraries should be large and diverse. They should be full of modern reading materials. Books students love, should be the books that fill the shelves.
For teachers to be good reading mentors, they should be familiar with popular children's novels. How can teachers support blossoming readers, if they aren't readers themselves?
Reading is my life. I read when I'm happy, when I'm sad, when I need a break, when I want to learn - I read for every reason. I love helping children find joy in books. I love all of Donalyn's suggestions, and I will definitely be implementing a few more ideas with my fourth graders.
Donalyn's philosophy is simple: if you want kids to be good readers, let them read. That's really all it is. Teachers need to provide plenty of independent reading time for students at school.
I firmly believe in the power of independent reading. Even when I was teaching first grade, I let the students pick which books they wanted to read and it worked perfectly. The year I stopped focusing on crazy lesson plans and focused more on the business of reading, was also, incidentally, the year their end of year test scores significantly increased.
What's interesting, is that Donalyn's method is so simple, that teachers doubt it. The fact is, how can students learn to love reading if they don't actually get to read?
To support independent reading, students need to have a large selection of books available. Classroom libraries should be large and diverse. They should be full of modern reading materials. Books students love, should be the books that fill the shelves.
For teachers to be good reading mentors, they should be familiar with popular children's novels. How can teachers support blossoming readers, if they aren't readers themselves?
Reading is my life. I read when I'm happy, when I'm sad, when I need a break, when I want to learn - I read for every reason. I love helping children find joy in books. I love all of Donalyn's suggestions, and I will definitely be implementing a few more ideas with my fourth graders.
August 3, 2019
Actually, I read this book before Ms. Miller's first book, "The Book Whisperer". Both books are extremely helpful for teaching reading to all age levels. I really found "Reading in the Wild" useful because it contained appendices that one could use that were mentioned in "The Book Whisperer". It changed how I sorted my classroom library as well as setting up reading logs that my Grade 3 students could easily use. No more counting/recording minutes!
March 14, 2016
Quite literally, this book led me to Goodreads.com! Donalyn Miller is truly an inspired educator who has so much to offer veteran and novice teachers in regards to our role in the reading development of our students! If I was a principal, it would be required reading for my teachers.
We have to rethink our role as reading coach, interventionist, teacher, facilitator, etc., and assume the mantel of sensei. I use the Japanese word for teacher, mentor, or master as we traditionally associate it as Americans with martial arts. Teaching reading is also an art, one that requires constant dedication and discipline if we are to become leaders of reading. A change in thinking is required to inspire the modern reader.
This is simply one of the finest books I have read as a teacher and has had a great impact on who I am as an educator today!
We have to rethink our role as reading coach, interventionist, teacher, facilitator, etc., and assume the mantel of sensei. I use the Japanese word for teacher, mentor, or master as we traditionally associate it as Americans with martial arts. Teaching reading is also an art, one that requires constant dedication and discipline if we are to become leaders of reading. A change in thinking is required to inspire the modern reader.
This is simply one of the finest books I have read as a teacher and has had a great impact on who I am as an educator today!
June 23, 2013
It was not hard to decide what to read first once my brain rest was lifted! Such a great read--so much to think about when it comes to what we are really working for as reading teachers. Building habits of lifelong readers is not as easy as handing kids good books (although that is a piece of it) and Donalyn and Susie share their research and insights about ways we can build habits that will live with readers forever. Love:-)
October 14, 2013
A hundred times amazing and completely worth the wait. This is a definite must-read. Donalyn says exactly what needs to be said about reading and supporting readers so that they become wild readers. So many awesome quotes that I underlined and circled and starred and wrote, "Yes!" next to in the margins. Instant love.
July 11, 2019
بيقولك عندهم مادة اسمها القراءة ومدرسين للقراءة..
كتاب يعتبر دليل للمعلم الأجنبي ولا أعلم لماذا ترجم للعربية :')
عنوان الكتاب جذبني ولكن محتواه أكيد مفيد للغرب اللي مش زييينا :')
كتاب يعتبر دليل للمعلم الأجنبي ولا أعلم لماذا ترجم للعربية :')
عنوان الكتاب جذبني ولكن محتواه أكيد مفيد للغرب اللي مش زييينا :')
August 21, 2014
Essentially The Book Whisperer + the habits of lifelong readers. I recommend just reading the former, as it influenced my reading instruction greatly. Not a page turner like her last book.
July 1, 2017
القراءة الجامحة (أسس تنمية عادة القراءة)
دونالين ميلر وسوزان كيلي
......................
الكاتبة دونالين ميلرفي الأصل معلمة صف مدرسي، ومعلمة قراءة، أي أنها تعمل تحديدا علي تشجيع وتحفيز الأطفال والتلاميذ علي عادة القراءة. ولها تجارب عديدة استغرقت سنوات أعطتها خبرة كبيرة في هذا المجال. وقد قرأت لها كتابا من قبل تحت عنوان (الهامسون بالكتب.. إحياء القاريء الكامن داخل كل طفل)، وهذا هو لقائي الثاني بها.
تزيد صفحات هذا الكتاب عن ثلاثمائة صفحة، وينقسم إلي خمس فصول، هذه الفصول الخمسة هي شرح وتفصيل لخمس صفات يتمتع بها القراء الجامحون. فعناوين الفصول الخمسة كالتالي:
1)_القراء الجامحون يخصصون وقتا للقراءة
2)_ القراء الجامحون يختارون المواد التي يقرءونها بأنفسهم
3)_ القراء الجامحون يتشاركون الكتب ويقرءون بصحبة آخرين
4)_ القراء الجامحون يضعون خططا للقراءة
5)_ القراء الجامحون لديهم تفضيلات
بدأت الكاتبة كتابها بالتعريف بخطورة التخلي عن القراءة كعادة، فاتخذت من أحد التقارير الأمريكية دليلا علي خطورة وجود جيل لا يقرأ، فقالت: " إن الفشل في تخريج جيل يقدر القراءة له عواقب طويلة المدي علي الجميع، فقد توصل تقرير "الهيئة القومية الأمريكية لمنح الفنون" لعام 2007 الصادر تحت عنوان "نقرأ أو لا نقرأ"؛ إلي أن "القراءة المنتظمة لا تعزز فقط إمكانية النجاح الأكاديمي والاقتصادي للفرد _ وهي الحقائق التي لا تدعو للدهشة البالغة _ وإنما يبدو انها تحيي أيضا الحس الاجتماعي والوطني لدي المرء" فالبالغون الذين يعتبرون أنفسهم قراء يدلون بأصواتهم في الانتخابات، ويتطوعون في الأعمال الخيرية، ويدعمون الفنون علي نحو أكبر مقارنة بأقرانهم ممن لا يقرءون كثيرا."
ثم اتخذت من بعض الكلمات المأثورة دليلا لها للتشجيع علي القراءة فنقلت عن جوين قوله: " إن القارئ يحيا ألف حياة قبل أن يموت، ومن لا يقرأ أبدا يحيا حياة واحدة." وهذا القول المأثور يبدو أنه انتقل بفعل توارد الخواطر بين الثقافات، فقد ذكر العقاد في مصر كلمات مماثلة. ويقول كذلك جون جرين: "القراءة تجبرك علي أن تكون هادئا في عالم لم يعد يسمح بذلك."
تري الكاتبة أن الوقت ليس مشكلة كبيرة بالنسبة لمن يريد أن يتعود علي القراءة، ورغم أن هذه المشكلة كثيرا ما يشتكي لها منها محبي الكتب ممن لا يجدون وقتا للقراءة إلا أن الكاتبة تؤكد علي ضرورة اختلاس الدقائق التي تضيع بين كل عمل وعمل، تقول: "إن اختلاس اللحظات الثمينة من هنا وهناك للقراءة مهارة مكتسبة."
وهذه المهارة _ مهارة اختلاس الدقائق _ مهارة تحول الطفل إلي قارئ جامح، ومن دونها "يصعب علي كثير من الأطفال أن يكونوا قراء جامحين إن لم يقرءوا خلال الفواصل الزمنية."
تؤكد الكاتبة علي ضرورة صحبة الكتاب في كل وقت وفي كل مكان، حتي في وسائل المواصلات، فهي تقول: "إذا لم يكن معكم كتاب، فلن يمكنكم القراءة حتي في الأوقات التي تسمح لكم بذلك. أما إذا كنتم تحملون معكم كتابا أينما ذهبتم،فسيمكنكم حشد وقت طويل للقراءة خلال تلك الأوقات الطارئة." وتقول: "إن تعليم الأطفال عادة حمل كتاب معهم لأوقات القراءة الطارئة؛ يساعدهم في الاستفادة من الفواصل الزمنية التي يمرون بها خلال يومهم."
تؤكد الكاتبة علي نصيحتها بالقراءة الدائمة وفي كل وقت وفي كل المواد المتاحة، فتقول: "اقرأ. اقرأ أي شيء. اقرأ الأشياء التي يخبرك الآخرون أنها مفيدة لك، والأشياء التي يزعمون أنها تافهة. ستعثر علي ما تحتاج إلي العثور عليه. اقرأ فحسب."
كتاب ممتاز لمحبي القراءة ومن يدربون أطفالهم عليها.
..........
دونالين ميلر وسوزان كيلي
......................
الكاتبة دونالين ميلرفي الأصل معلمة صف مدرسي، ومعلمة قراءة، أي أنها تعمل تحديدا علي تشجيع وتحفيز الأطفال والتلاميذ علي عادة القراءة. ولها تجارب عديدة استغرقت سنوات أعطتها خبرة كبيرة في هذا المجال. وقد قرأت لها كتابا من قبل تحت عنوان (الهامسون بالكتب.. إحياء القاريء الكامن داخل كل طفل)، وهذا هو لقائي الثاني بها.
تزيد صفحات هذا الكتاب عن ثلاثمائة صفحة، وينقسم إلي خمس فصول، هذه الفصول الخمسة هي شرح وتفصيل لخمس صفات يتمتع بها القراء الجامحون. فعناوين الفصول الخمسة كالتالي:
1)_القراء الجامحون يخصصون وقتا للقراءة
2)_ القراء الجامحون يختارون المواد التي يقرءونها بأنفسهم
3)_ القراء الجامحون يتشاركون الكتب ويقرءون بصحبة آخرين
4)_ القراء الجامحون يضعون خططا للقراءة
5)_ القراء الجامحون لديهم تفضيلات
بدأت الكاتبة كتابها بالتعريف بخطورة التخلي عن القراءة كعادة، فاتخذت من أحد التقارير الأمريكية دليلا علي خطورة وجود جيل لا يقرأ، فقالت: " إن الفشل في تخريج جيل يقدر القراءة له عواقب طويلة المدي علي الجميع، فقد توصل تقرير "الهيئة القومية الأمريكية لمنح الفنون" لعام 2007 الصادر تحت عنوان "نقرأ أو لا نقرأ"؛ إلي أن "القراءة المنتظمة لا تعزز فقط إمكانية النجاح الأكاديمي والاقتصادي للفرد _ وهي الحقائق التي لا تدعو للدهشة البالغة _ وإنما يبدو انها تحيي أيضا الحس الاجتماعي والوطني لدي المرء" فالبالغون الذين يعتبرون أنفسهم قراء يدلون بأصواتهم في الانتخابات، ويتطوعون في الأعمال الخيرية، ويدعمون الفنون علي نحو أكبر مقارنة بأقرانهم ممن لا يقرءون كثيرا."
ثم اتخذت من بعض الكلمات المأثورة دليلا لها للتشجيع علي القراءة فنقلت عن جوين قوله: " إن القارئ يحيا ألف حياة قبل أن يموت، ومن لا يقرأ أبدا يحيا حياة واحدة." وهذا القول المأثور يبدو أنه انتقل بفعل توارد الخواطر بين الثقافات، فقد ذكر العقاد في مصر كلمات مماثلة. ويقول كذلك جون جرين: "القراءة تجبرك علي أن تكون هادئا في عالم لم يعد يسمح بذلك."
تري الكاتبة أن الوقت ليس مشكلة كبيرة بالنسبة لمن يريد أن يتعود علي القراءة، ورغم أن هذه المشكلة كثيرا ما يشتكي لها منها محبي الكتب ممن لا يجدون وقتا للقراءة إلا أن الكاتبة تؤكد علي ضرورة اختلاس الدقائق التي تضيع بين كل عمل وعمل، تقول: "إن اختلاس اللحظات الثمينة من هنا وهناك للقراءة مهارة مكتسبة."
وهذه المهارة _ مهارة اختلاس الدقائق _ مهارة تحول الطفل إلي قارئ جامح، ومن دونها "يصعب علي كثير من الأطفال أن يكونوا قراء جامحين إن لم يقرءوا خلال الفواصل الزمنية."
تؤكد الكاتبة علي ضرورة صحبة الكتاب في كل وقت وفي كل مكان، حتي في وسائل المواصلات، فهي تقول: "إذا لم يكن معكم كتاب، فلن يمكنكم القراءة حتي في الأوقات التي تسمح لكم بذلك. أما إذا كنتم تحملون معكم كتابا أينما ذهبتم،فسيمكنكم حشد وقت طويل للقراءة خلال تلك الأوقات الطارئة." وتقول: "إن تعليم الأطفال عادة حمل كتاب معهم لأوقات القراءة الطارئة؛ يساعدهم في الاستفادة من الفواصل الزمنية التي يمرون بها خلال يومهم."
تؤكد الكاتبة علي نصيحتها بالقراءة الدائمة وفي كل وقت وفي كل المواد المتاحة، فتقول: "اقرأ. اقرأ أي شيء. اقرأ الأشياء التي يخبرك الآخرون أنها مفيدة لك، والأشياء التي يزعمون أنها تافهة. ستعثر علي ما تحتاج إلي العثور عليه. اقرأ فحسب."
كتاب ممتاز لمحبي القراءة ومن يدربون أطفالهم عليها.
..........
August 7, 2017
Nothing revolutionary here if you've read The Book Whisperer, because it's mostly feel-good anecdotes and common sense. Useful, however, since Miller describes exactly what a reading conference looks like and how she tracks student progress. Maybe I'll have to try Evernote after all? Hmm.
July 15, 2023
As I try to soak up as much summer as possible, I’m also attempting to squeeze in some professional development reading and Reading in the Wild was recommended in a Facebook group I’m in.
I think…if I were a veteran teacher, this would be a good resource to inspire me to evaluate the culture of reading in my classroom and besides that there wouldn’t necessarily be too many bombs of knowledge dropped. As a new teacher though, I do think this is a really informative and somewhat of a must read, especially if teaching Language Arts but I think it’d be great for teachers of any subject.
The only reason I didn’t rate it a five star which I dislike doing really for nonfic, is this book felt really long. One of those books where I was really into it yet felt like I was making no progress, no dent whatsoever-just long. According to a lot of reviews I’ve seen, a lot of readers prefer The Book Whisperer, so I’ll be reading it next!
I think…if I were a veteran teacher, this would be a good resource to inspire me to evaluate the culture of reading in my classroom and besides that there wouldn’t necessarily be too many bombs of knowledge dropped. As a new teacher though, I do think this is a really informative and somewhat of a must read, especially if teaching Language Arts but I think it’d be great for teachers of any subject.
The only reason I didn’t rate it a five star which I dislike doing really for nonfic, is this book felt really long. One of those books where I was really into it yet felt like I was making no progress, no dent whatsoever-just long. According to a lot of reviews I’ve seen, a lot of readers prefer The Book Whisperer, so I’ll be reading it next!
October 26, 2013
Boy! Looking at all the wonderful reviews written already, what's left to say? And the amazing thing is that the book hasn't even been released yet! I got an ARC as a gift from Donalyn at the New England Reading Association where I was receiving a special recognition award. I was almost as excited about getting this gift as I was about the award. In fact, for weeks later, whenever someone said, "Let me see your award,". I'd show it to them and then say, "Look what else I got!"
And the book is everything I hoped it would be. I wasn't more than a chapter in before I was sending an email out to teachers in my SU, inviting them to join me in a book study once the book is released.
As expected, this book is an easy read. Donalyn has a wonderfully engaging voice as a writer (gee, I wonder if she picked that up from reading so many books), and she speaks common sense that often gets overlooked in our "gotta prepare them to do well on standardized tests" nation. Let's face it folks! We've got to get them to that point of no return- that place where nothing can turn off their zeal for reading by getting books they will be interested in reading in their hands and giving them time to read. Hmmmm....I think Donalyn has a name for that....oh yeah .....Reading in the Wild!
So, take a day or two, put your feet up, have a pencil and pad of paper, highlighters, or IPAD available for note taking, and enjoy! You won't be sorry!
And the book is everything I hoped it would be. I wasn't more than a chapter in before I was sending an email out to teachers in my SU, inviting them to join me in a book study once the book is released.
As expected, this book is an easy read. Donalyn has a wonderfully engaging voice as a writer (gee, I wonder if she picked that up from reading so many books), and she speaks common sense that often gets overlooked in our "gotta prepare them to do well on standardized tests" nation. Let's face it folks! We've got to get them to that point of no return- that place where nothing can turn off their zeal for reading by getting books they will be interested in reading in their hands and giving them time to read. Hmmmm....I think Donalyn has a name for that....oh yeah .....Reading in the Wild!
So, take a day or two, put your feet up, have a pencil and pad of paper, highlighters, or IPAD available for note taking, and enjoy! You won't be sorry!
July 3, 2014
I really want to give this book 3.5 stars but oh well.
I devoured Miller's first book "The Book Whisperer" and couldn't wait to read this one. While the Book Whisperer was more inspirational reading than a how-to, I still felt like I gained a lot of insight in to a classroom that celebrates reading. I bought "Reading in the Wild" because I liked the premise of instilling lifelong reading habits in children.
There's a lot of data in this book to back up points and a lot of wonderful strategies to try, but I felt like something was missing. It could be because I'm coming from an elementary position while Miller's suggestions seemed to geared more towards middle school students but I felt like most of the tips could be boiled down to "get the kids to read. If they don't want to read, keep handing them books until they want to read."
However I do plan on taking some of Miller's suggestions in to my own classroom to promote a reading environment, especially things like the book commercials and the book lotteries, which I think would be great in building excitement for younger kids. It's a great read, especially if you've read Book Whisperer!
I devoured Miller's first book "The Book Whisperer" and couldn't wait to read this one. While the Book Whisperer was more inspirational reading than a how-to, I still felt like I gained a lot of insight in to a classroom that celebrates reading. I bought "Reading in the Wild" because I liked the premise of instilling lifelong reading habits in children.
There's a lot of data in this book to back up points and a lot of wonderful strategies to try, but I felt like something was missing. It could be because I'm coming from an elementary position while Miller's suggestions seemed to geared more towards middle school students but I felt like most of the tips could be boiled down to "get the kids to read. If they don't want to read, keep handing them books until they want to read."
However I do plan on taking some of Miller's suggestions in to my own classroom to promote a reading environment, especially things like the book commercials and the book lotteries, which I think would be great in building excitement for younger kids. It's a great read, especially if you've read Book Whisperer!
November 13, 2013
Disclaimer: I did not read her first book, and I am not a teacher. I debated whether to buy this book because it is obviously written for teachers. But I think most of the book is incredibly relevant to parents as well. I love the idea of scaffolding while allowing my children to choose books they enjoy. Mrs. Miller's book really got me excited to get my kids reading, and to explore their book preferences.
In addition, I think the teacher focus of this book can be useful for parents. I believe I am more empowered to speak to my kids' teachers about language arts curriculum. I feel better equipped to evaluate what is going on in my kids' classrooms. These things are very important to me.
I would love to see a future book or article focused on what and how parents can support their kids reading habits. This book is chock-full of great information and I will be referencing it in the years to come. And I completely relate to Mrs. Miller about the V.C. Andrews books in the closet!
In addition, I think the teacher focus of this book can be useful for parents. I believe I am more empowered to speak to my kids' teachers about language arts curriculum. I feel better equipped to evaluate what is going on in my kids' classrooms. These things are very important to me.
I would love to see a future book or article focused on what and how parents can support their kids reading habits. This book is chock-full of great information and I will be referencing it in the years to come. And I completely relate to Mrs. Miller about the V.C. Andrews books in the closet!
November 26, 2013
Finishing this follow up to The Book Whisperer the day after I got home from NCTE in Boston (I was reading it on the plane) was the perfect way to culminate a weekend of spending time with not only Donalyn, but many dynamic and passionate educators who cultivate the love of reading in their students every day. I found many new gems of wisdom and inspiration that could be implemented in my classroom right away. I love her honesty about telling us how she's evolved, and the new ideas as well as the reinforcement of the ones that inspired us in The Book Whisperer. She evaluates and thinks about her teaching practices, researching how she can be better and teaching us how to be better, but one thing is constant; she is a reader. A wild reader.
December 2, 2013
I am the kind of reader Donalyn Miller is writing about. I make time to read books, no matter how hectic my life is, because I derive so much pleasure from reading. I also love to talk about book, authors, genres, series and I love to recommend books to family, friends and before I retired- students and teachers (boy do I miss that!!!) I am an enthusiastic book talker and my excitement grows as I talk about a book that has touched me. I take it a step further and get this treasure into a reader's hands. This book will be living with me for awhile, just like The Book Whisperer. For any person, teacher, or librarian who wants the best ways to create avid life long readers---THIS BOOK IS FOR YOU!
October 20, 2014
This is a must read for teachers! I like that this book isn't full of lofty theories and ideas. Rather, Mrs. Miller includes many strategies that can be implemented in the classroom. She cites numerous studies that support her ideas, and she refers to readers to many other resources. In the back of the book, she includes several forms referred to throughout the book. This is a practical yet inspiring read!
November 5, 2013
Whenever possible, please support independent bookshops. http://www.indiebound.org/book/978047...
April 27, 2023
اكثر ما اعجبني في هذا الكتاب هو ذاك الاحساس بالحماسة والحب الذي تكنه الكاتبة للقراءة والكتب.
الكتاب مفيد جدا لمن يمارسون مهنة تدريس الاطفال وحتى للاباء الذين يريدون غرس حب القراءة في ابنائهم.
الكتاب مفيد جدا لمن يمارسون مهنة تدريس الاطفال وحتى للاباء الذين يريدون غرس حب القراءة في ابنائهم.
July 4, 2018
This is the follow-up to The Book Whisperer: Awakening the Inner Reader in Every ChildThe Book Whisperer. I saw some teachers on a FB group I am a member of speaking of the merits of this book.
Miller's enthusiasm for reading is infectious and wonderful. I applaud her for that. She also deserves recognition for sparking conversations, and more specifically to me, sparking me to re-think how I approach my teaching entering my 25th year. For that alone, I recommend reading this book.
I am a critical reader and Miller provides fodder. She paints straw man arguments to support her claims. "Some teachers mandate students read only on their lexile level." And because of that, leveling a library on lexiles is a no-go according to her. Entering my 25th year, I just finished leveling on lexile (sub-genre) because I recognize my students need guidance to select books that they are able to read.
Miller touts To-Read lists. And while I am not against encouraging students to do so, her reasoning includes all lifelong readers do this. She couples this with "groaning bookshelves" and other depictions of hoarding books. As someone who has recovered from those two items, I can attest that shunning the To-Read list and donating the books provides freedom unlike I could ever imagine. I just finished her book and there is nothing I "have to" read because of the "groaning bookshelves". I now get to decide what the next book will be. Love it!
So, there were opportunities to quibble with this panacean approach to the classroom. Overall, she provided a lot of things to think about incorporating. I suspect I have more Kindle Notes on this book than any other I have read (Just checked: 115 notes).
One thing that was not addressed well that needs to be considered by all teachers who leave this book pumped and ready to go at it is: where do the grades come from?
We live in a world where we grade our students and need to document those grades. And yes, the holistic reading Miller espouses talks about documenting how Johnny reads. But the masses need guidance on how to convert that into a grade that represents the students' reading abilities on their report cards. That is the discussion I next want to have.
Good book. I suspect I will refer to it frequently.
Miller's enthusiasm for reading is infectious and wonderful. I applaud her for that. She also deserves recognition for sparking conversations, and more specifically to me, sparking me to re-think how I approach my teaching entering my 25th year. For that alone, I recommend reading this book.
I am a critical reader and Miller provides fodder. She paints straw man arguments to support her claims. "Some teachers mandate students read only on their lexile level." And because of that, leveling a library on lexiles is a no-go according to her. Entering my 25th year, I just finished leveling on lexile (sub-genre) because I recognize my students need guidance to select books that they are able to read.
Miller touts To-Read lists. And while I am not against encouraging students to do so, her reasoning includes all lifelong readers do this. She couples this with "groaning bookshelves" and other depictions of hoarding books. As someone who has recovered from those two items, I can attest that shunning the To-Read list and donating the books provides freedom unlike I could ever imagine. I just finished her book and there is nothing I "have to" read because of the "groaning bookshelves". I now get to decide what the next book will be. Love it!
So, there were opportunities to quibble with this panacean approach to the classroom. Overall, she provided a lot of things to think about incorporating. I suspect I have more Kindle Notes on this book than any other I have read (Just checked: 115 notes).
One thing that was not addressed well that needs to be considered by all teachers who leave this book pumped and ready to go at it is: where do the grades come from?
We live in a world where we grade our students and need to document those grades. And yes, the holistic reading Miller espouses talks about documenting how Johnny reads. But the masses need guidance on how to convert that into a grade that represents the students' reading abilities on their report cards. That is the discussion I next want to have.
Good book. I suspect I will refer to it frequently.
January 5, 2014
Confession: I am a wild reader, at least by Miller's definition. I always carry a book (in some form) along with my keys, wallet and phone. (I may forget my lunch, but not my book!) Reading is as natural to me as breathing.
Reading in the Wild is targeted at teachers, but any wild reader or parent should discover something useful here, even if it's just understanding the importance of reading - there are a number of interesting facts and statistics given - or her 5 characteristics of wild readers:
1) They dedicate time for reading. (In my case, that's audiobooks for the commute, reading at lunch, before bed, while waiting in line, and any other time I get 3+ minutes.)
2) They choose their own books, using personal interest, genre, and recommendations to do so.
3) They share books, recommendation and discuss reading with other readers. (As you're on GR, that's a great start!)
4) They plan to continue reading, with to-read lists/stacks.
5) They have preferences for authors, genres, subjects or styles.
Through this book, Miller discusses each one of these characteristics and how to encourage children to keep going, to surmount obstacles and to become truly wild readers, not just those who only read because you asked them to. She discusses her processes and methods for inspiring them and recording their reading progress, and includes the forms at the back of the book. (In fact, that's my only criticism: that the last fifth of the book was the appendices and forms!)
If you're a wild reader, or someone trying to raise one, you'll still get plenty out of this book, especially if you're trying to find good books for middle-schoolers, as their favorite books in each genre are listed at the back.
Reading in the Wild is targeted at teachers, but any wild reader or parent should discover something useful here, even if it's just understanding the importance of reading - there are a number of interesting facts and statistics given - or her 5 characteristics of wild readers:
1) They dedicate time for reading. (In my case, that's audiobooks for the commute, reading at lunch, before bed, while waiting in line, and any other time I get 3+ minutes.)
2) They choose their own books, using personal interest, genre, and recommendations to do so.
3) They share books, recommendation and discuss reading with other readers. (As you're on GR, that's a great start!)
4) They plan to continue reading, with to-read lists/stacks.
5) They have preferences for authors, genres, subjects or styles.
Through this book, Miller discusses each one of these characteristics and how to encourage children to keep going, to surmount obstacles and to become truly wild readers, not just those who only read because you asked them to. She discusses her processes and methods for inspiring them and recording their reading progress, and includes the forms at the back of the book. (In fact, that's my only criticism: that the last fifth of the book was the appendices and forms!)
If you're a wild reader, or someone trying to raise one, you'll still get plenty out of this book, especially if you're trying to find good books for middle-schoolers, as their favorite books in each genre are listed at the back.
December 18, 2013
Everything I said in my review of Miller's first book, The Book Whisperer, holds true for this one as well. ALL educators would benefit from reading this book, regardless of their content area, for the simple fact that reading unlocks success in ALL other endeavors. This time out, Miller gives practical advice on how to keep students reading after they leave her classroom, after noticing that many fail to continue the habit as they advance through the grades. She wants kids to read IN SPITE of school, to develop into lifelong, wild readers, a skill one can't just hope they develop in adulthood, which may be too late. Reading teachers especially need to model and cultivate the specifics to becoming independent readers: dedicated reading time, self-selection, reading communities, reading plans and preferences. In fact, a lifelong bookworm like myself found some helpful tips to help carve out extra reading time in my day; I'm becoming a master at reading on the edge. I just can't say enough about the importance of this book!! If you are not a wild reader yet, it's not too late, this book will help you get started.
November 9, 2013
A must have for English/Language Arts teachers and school administrators. This companion to The Book Whisperer will help you help your students to become lifelong "wild" readers. I have been following Donalyn Miller's blogs and on Twitter and she knows what works. I have become much better at recommending titles since I started reading more YA books and investing in my classroom library.
I am also thankful for the research and information I can pass on to my admin. We don't always see eye to eye on the value of independent reading time without a product or "proof" of reading. Thank you for echoing that wild readers don't want to do a diorama, write a book report, write diary entries as characters, or write theme essays after we read books for pleasure. Sharing/discussing books-that is doable!
I can't wait to use the info from the book when I get back to my classroom in January!!
I am also thankful for the research and information I can pass on to my admin. We don't always see eye to eye on the value of independent reading time without a product or "proof" of reading. Thank you for echoing that wild readers don't want to do a diorama, write a book report, write diary entries as characters, or write theme essays after we read books for pleasure. Sharing/discussing books-that is doable!
I can't wait to use the info from the book when I get back to my classroom in January!!
July 8, 2015
Reading in the Wild
"Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters - the saints and the sinners, real or imagined - reading shows you how to be a better human being."
I made so many notes reading this book I practically wrote my own! There are so many practical ideas to take straight into classroom or library practice. And then there's the ideas to think about and adapt to your own cultural and environmental settings.
Recommended for ALL teachers. Not just primary. And not just English. ALL.
"Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters - the saints and the sinners, real or imagined - reading shows you how to be a better human being."
I made so many notes reading this book I practically wrote my own! There are so many practical ideas to take straight into classroom or library practice. And then there's the ideas to think about and adapt to your own cultural and environmental settings.
Recommended for ALL teachers. Not just primary. And not just English. ALL.
November 3, 2013
It is special to find a book that is research-based and yet totally accessible, practical, and easy to read. I felt as though this was both pleasure reading and professional reading, and found immediately applicable ideas and tools for helping to support readers in my classroom. So glad I could get my hands on this book early in the weekend!
November 27, 2013
I figured it was going to be all re-purposed material from her first book...but it wasn't!! Love how DM uses edmodo for reader response journals and Evernote app for conferring. A nice reminder for when I'm feeling as if I'm not doing enough as a teacher that- hey! I'm modeling this stuff everyday. That counts for something, right? right?? :)
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