The Book Whisperer (25 page)

Robinson, J. (2005, December 18). Why you should read children's books as an adult. Retrieved March 30, 2008, from Jen Robinson's Book Page at
http://jkrbooks.typepad.com/blog/2005/12/why_you_should_.html

Rosenblatt, L. (1969). Towards a transactional theory of reading.
Journal of Reading Behavior
,
1
(1), 31-51.

Ruddell, R. (1995). Those influential literacy teachers: Meaning negotiators and motivation builders.
Reading Teacher
,
48
(6), 454-463.

Samuels, C. A. (2007, September, 10). Experts eye solutions to “fourth grade slump.”
Education Week
, 27(3). Retrieved October 1, 2008, from
http://www.edweek.org/ew/articles/2007/09/12/03slump.h27.html

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.
Reading Research Quarterly
,
21
(4), 360-407.

Thomas, L., & Tchudi, S. (1999).
The English language: An owner's manual
. Boston: Allyn & Bacon.

Weaver, C. (1996).
Teaching grammar in context
. Portsmouth, NH: Boynton/Cook.

Accelerated Reader

Achievement: assessing students' ; gap in reader; improving with independent reading ; teacher's reading habits and student.
See also
Assessment

Activities: focusing extra; fun folders; teacher's self-reflection

Adults: modeling reading for children ; reading statistics for; views on student reading

Allen, Janet

Allington, Richard

Alsup, J.

Amazon website

American Library Association

Anderson, R. C.

Angelou, Maya

Applegate, Anthony and Mary

Art of Teaching Writing, The
(Calkin)

“Ask the Mentor”

Assessment: book groups for students'; conversations with students as; reader's notebooks for; reading logs for independent reading; traditional comprehension tests as .
See also
Reader's notebooks

Atwell, Nancy

Audible

Audiotapes of books

Authors: building familiarity with; introducing with read-alouds

Becoming a Nation of Readers
(Commission on Reading)

Behavior during in-class reading

Billingsley, Peter

Birrell, Augustine

Black and Blue
(Quindlen)

Blake, Quentin

Blasingame, J.

Book clubs

Book groups

Book lists: favorite read-aloud books; keeping own; published; students' “Ultimate Library List” ; for whole-class novels

Book pass log

Book reports: book commercials vs.; book reviews; book talks ; student criticism of; traditional

Book selections: book pass logs for; discussing; encouraging students to make; learning goals and personal ; leaving to students ; making for classroom library; making your own; shaping reader's self-identity with; validating.
See also
Book lists; Reader's notebooks

“Book Whisperer, The”

Bookplates

Books: acquiring classroom library; audiotapes, CDs, and podcasts of; building knowledge of genres; caring for; carrying everywhere; checking out; connecting with others via; discussing how to choose; identifying by genre; immersing students in; introducing; leaving choice to students ; limiting concepts taught for; selecting for classroom libraries; sharing responses to; showing how to use; size of; storing; validating student's choice of.
See also
Book reports; Book selections; Classroom libraries

Books That Don't Bore 'Em
(Blasingame)

Bucking the Sarge
(Curtis)

Bush, J.

Calkins, Lucy

Cambourne, Brian

CDs of books

Celebrating student milestones

Characteristics of Genre form

Children's books: reading; “Ultimate Library List” of

Chocolate War, The
(Cormier)

Classroom: about strategies in; approaches to literacy in; conditions for learning in; demotivating practices in ; expanding reading time in ; independent reading during interruptions; making place for reading; transforming into workshop.
See also
Classroom libraries

Classroom libraries: acquiring books for ; book check out from ; caring for books in; Miller's; selecting books for ; storing books in; “Ultimate Library List” for

Click Here
(Vega)

Commission on Reading

Comprehension tests;,
See also
Standardized testing

Cormier, Robert

Crichton, Michael

Crowe, Chris

Crucible, The
(Miller)

Curriculum: alternatives to whole-class novels ; fitting independent reading to ; grammar lessons vs. independent reading; reading after other work completed; tailoring reading requirements to; teaching whole-class novels

Curtis, Christopher Paul

Day My Butt Went Psycho, The
(Griffiths)

Developing readers

Doctorow, E. L.

Dormant readers

Dr. Jekyll and Mr. Hyde
(Stevenson)

Elley

Elmore, Richard

Encouragement: celebrating student milestones ; providing for dormant readers; responsiveness to students as; using reader surveys to provide .
See also
Enthusiasm

End-of-year evaluations

Enthusiasm: book commercials and; celebrating student milestones; expressing personal excitement ; found in reader's notebook

Excerpts

Expectations: carrying books everywhere; expressing for students; raising students' reading; setting for library visits

Failure: celebrating successes rather than ; reader's ability and

“Farewell to
Farewell to Arms
“(Fisher and Ivey)

Farmer, Avi and Nancy

Feedback: End-of-Year Reading Evaluation form for; getting students' ; offering on student's progress

Fisher, Douglas

Florida State University

Forms: Characteristics of Genre; End-of-Year Reading Evaluation; Reading Interest-A-Lyzer

Fountas, Irene

From the Mixed-Up Files of Mrs. Basil E. Frankweiler
(Konisburg)

Fun folders

Funke, Cornelia

Gardner, Kim

Genres: building knowledge of; Characteristics of Genre form; identifying books by; organizing discussions on; student's notes on ; testing reading as; “Ultimate Library List” by; used in author's requirements

Goals: announcing for library visit; inspiring more reading; personal choice and meeting learning

Goodreads
website

Green, Donna

Griffiths, Andy

Guiding Readers and Writers
(Fountas and Pinnell)

Guts
(Paulsen)

Halsted, J. W.

Harry Potter series

Hatchet
(Paulsen)

Heidi
(Spyri)

Helprin, Mark

Hiebert. H.

Hjalmarsson, H.

Honest book appraisals

How Angel Patterson Got His Name
(Paulsen)

How Reading Changed My Life
(Quindlen)

“How to Kindle Reading”

“If They Don't Read Much, How They Ever Gonna Get Good?” (Allington)

In the Middle
(Atwell)

Independent reading: after other work completed; carrying books everywhere; during interruptions ; expanding classroom time for ; fitting to curriculum; improving achievement with ; institutional support for; libraries and; making cornerstone of class; measuring with reading logs ; personal responses to Miller's use of; raising students' expectations of; replacing warm-up lessons with; scholarly opinions of; starting classes with; students end-of-year response to; using with developing readers

Inkheart
(Funke)

Inkspell
(Funke)

Inspiring more reading: activities for; students feedback on; teachers' role in ; ultimate teaching goal

International Reading Association

Interruptions in classroom

Ivey, G.

Jackson, Holbrook

Jacobs, B.

Jurassic Park
(Crichton)

Keene, Ellin

Kelley, Susie

Kennedy Krieger Institute

King, Stephen

Konisburg, E. L

Korman, Gordon

Krakauer, Jon

Krashen, Stephen

Last Book in the Universe, The
(Philbrick)

Lee, Harper

L'Engle, Madeline

Libraries: announcing goals for visit; modeling skills for; organizing classroom books by genre; preparing classroom; scheduling time for .
See also
Classroom libraries

Lifelong reading: author's reflections on ; fitting reading into daily life; goal for students; importance of to teacher

Linnakyla

Literacy: achieving with alternatives to whole-class novels; developing lifelong reading skills; differing approaches to; impact of teaching whole-class novels on; parents and; teaching with traditional language skills

Literary awards

Literary classics

Little House in the Big Woods
(Wilder)

Lost World, The
(Crichton)

Love of reading: exposing student to great literature vs.; informing recommendations; instilling

Lundberg

Mann, Horace

Marcello, Peak

Matthew effect, the

Maugham, W. Somerset

Mayflower
(Philbrick)

McKenna, Richard

Mercado, Nancy

Miller, Arthur

Miller, Celeste

Miller, Don

Miller, Donalyn: activities inspiring more reading; classroom library of ; connecting with others via books ; experiments in teaching; personal responses to teaching of; reading requirements for students; reflections on lifelong reading; selecting books for classroom libraries ; suggested student forms; teaching practices of

Modeling: inspiring others to read; library skills; reading habits ; sharing responses to reading ; use of reader's notebook

Morrison, Toni

Mosaic of Thought
(Keene and Zimmerman)

Motivation: blog responses on nurturing ; book commercials for; book groups for; celebrating milestones and; expanding in-class reading time and; incentive programs for; practices deadening ; reading as own; reading logs for; realigning teaching practice to; scholarship on creating; students feedback on; traditional book reports and.
See also
Encouragement

Multiple readings of books

My Life in Dog Years
(Paulsen)

Myers, Ron

National Institute of Child Health and Human Development

National Institutes of Health

National Reading Panel

No Child Left Behind

Oral reading: preparing and practicing; round-robin and popcorn reading ; substitutes for.
See also
Read-alouds

Outsiders, The
(?)

Parents.
See
Adults

Paulsen, Gary

Peer pressure and reading

Pennac.

“Peter Effect, The” (Applegate and Applegate)

Philbrick, Nathaniel

Philbrick, Rodman

Picture day

Pinnell, Gay Su

Podcasts of books

Poetry

Popcorn reading

Power of Reading, The
(Krashen)

Quiet time

Quindlen, Anna

Rag and Bone Shop, The
(Cormier)

Ragtime
(Doctorow)

Read-alouds: favorite; introducing; round-robin and popcorn reading ; whole-class novels as

Readers: achievement gap for; dormant ; effect of oral reading on; empowering book choices by ; impact of whole-novel teaching on; increasing reading time for; self-identity of; statistics on adult ; types of; underground ; using surveys to encourage; working with developing

Reader's notebooks: creating own; keeping ; using information from

Reading: achievement gap in; activities inspiring more; authentic; books multiple times; carrying books everywhere; children's books ; creating classroom for learning ; demotivation of; during classroom interruptions; fitting independent reading to curriculum; importance of; importance to teacher; incentive programs for ; increasing time for ; inspiring others to read; instilling love of; institutional support for independent ; as its own reward; making classroom place for; opportunities provided with; peer pressure and ; reflect on what you're; responsively encouraging; Rosenblatt's transactional theory of; starting classes with; student resistance to new strategies for; teacher's role in modeling; testing as genre; types of; unusual habits and places for.
See also
Independent reading; Lifelong reading; Oral reading

Reading Interest-A-Lyzer surveys

Reading plans: making own; reading requirements and

Reading requirements: emphasizing importance of reading with; genres for ; not linking to class failure ; reading plans and.
See also
Expectations