A Year of Reading is VERY excited about the release of Donalyn Miller's new book, Reading in the Wild! When we fell in love with The Book Whisperer, we had never met Donalyn, but we knew that if we ever did, we would be great friends. She believed all that we believed about kids and books and reading. We were part of her original fan club and we quoted her words everywhere!
Now, almost 5 years later, we do know Donalyn! We have both worked with her and laughed with her. She is a colleague and friend and we both feel so very lucky to know this brilliant teacher. We have learned so much from her and we continue to learn from her every time we hear her speak, read her writing, or have a conversation with her. And how fun to have the chance to get a sneak peek at this very important new book and to be part of the kickoff blog tour for her new book!
This new book adds to everything Donalyn taught us in her first book. This new book takes a look at the ways in which we, as teachers, can build lifelong readers. Donalyn is clear that if we really do want to build lifelong readers, we have to spend time on those in classrooms. We have to be as thoughtful and strategic in our teaching to build lifelong reading habits as we are about our teaching of other skills and strategies. Such important work:-)
Donalyn has been on tour all week! You can follow the tour at the following locations:
November 4 The Goddess of YA Literature
November 5 Mr. Schu Reads
November 6 Librarian's Quest
November 7 Nerdy Book Club (Katherine Sokolowski)
November 8 HERE!
November 9 Teach Mentor Texts
November 10 Sharpread
FRANKI: What are you most excited about in
sharing your newest thinking in Reading In the Wild?
DONALYN: My colleague, Susan Kelley, and I
surveyed hundreds of readers—both adults and children. Their observations about
reading are scattered throughout Reading
in the Wild. It is fascinating to read the similarities in reading
experiences no matter their age or background. Looking at these commonalities,
Susie and I were able to identify several habits that could be modeled and
taught. Becoming a reader isn’t random or predicted at birth—we develop these
traits over a lifetime. It’s exciting to see how we can intentionally foster
students’ independent reading self-efficacy and engagement.
FRANKI: Has your thinking changed at all
since you wrote The Book Whisperer?
DONALYN: Since I wrote The Book Whisperer, I am less critical of other teachers. I have a
deeper understanding of the role that school and district administration plays
in creating shortsighted policies and structures like schedules that don’t
allow for independent reading time, school library closures, lack of funding
for books and professional development, and over-emphasis on test prep and
scripted programs—these school-wide factors hinder students’ literacy
development and are beyond one teacher’s control.
FRANKI: Tell us a bit about the title,
“In the Wild”. Where did that come from?
DONALYN: There is a disconnect between many
students’ school and home reading lives. While students must master the ability
to read and comprehend text, reading as a lifelong habit involves much more
than a list of skills. Readers “in the wild” possess attitudes and behaviors
that are not always supported or appreciated in a school setting. The
conditions that we know encourage students’ reading engagement and
self-efficacy—choice in reading material, access to books, significant daily
reading time—these conditions are often controlled or defined at school. Reading
at school is often reading in captivity, and many students never develop the
ability to read avidly away from school.
FRANKi: You’ve changed grade levels a bit in
the last few years. How has that influenced your teaching?
DONALYN: Moving from middle school to
elementary school two years ago, I learned that younger students need more
shared reading experiences to become engaged with reading. I increased read
alouds and developed a reading buddy relationship with a first grade classroom.
There is also a difference in the types of books my elementary students like to
read. Students are reading more nonfiction and realistic fiction text than my
middle schoolers chose to read. I don’t have dystopian romances in the
classroom library these days! Overall, the basic structures and goals for our
class haven’t changed—students need to spend the majority of class time
reading, writing, and talking about reading and writing.
FRANKI: What are the things that remain the
same in the teaching of reading and which things have you had to rethink with
different age groups/teaching positions?
DONALYN: I am teaching fifth grade language
arts and social studies this year. Our social studies course is American
History, so I enjoy finding ways to integrate reading, writing, and social
studies when there is a natural fit. I have more students working on basic
reading skills than I did in middle school, so my small group instruction looks
different. I try to keep my small groups small
(no more than three students) and focused (addressing one skill or concept at a
time), but I need more groups to meet the needs of all of my students.
FRANKI: You make some great points about
habits of readers being as important as skills and strategies. How do you make
sure to keep that true in the day-to-day work of the classroom?
DONALYN: I confer with students about their
independent reading habits on a regular basis and build into my lesson plans
intentional opportunities to teach, model, and practice independent reading
habits. I explicitly show students how the reading skills and habits we discuss
in class help them as readers over the long term.
FRANKI: How do you manage to read as
much as you do while still teaching full time, writing, and being a wife and
mom?
DONALYN: I carry a book with me everywhere I
go and steal reading time whenever I can get it. I read a lot when I am
traveling—reading on planes and in airports. I read before I go to bed at
night. I read a staggering amount during school vacations.
FRANKI: Who have been your biggest influences
when it comes to your work with children?
DONALYN: My early influences were my
professors in the Reading Department at the University of North Texas—Dr.
Jeanne Cobb and Dr. Alex Leavell. They introduced me to reading and writing
workshop and children’s literature. When I became a teacher, my principal, Dr.
Ron Myers and my mentor, Susan Kelley, helped me connect the pedagogy I learned
in school with practical classroom routines. Professional writers like Janet
Allen, Nancie Atwell, Irene Fountas, and Ellin Keene expanded my understanding
of good teaching practices and the importance of observing and listening to my
students. These days, I am influenced by Penny Kittle, Kelly Gallagher, Debbie
Miller, and Teri Lesesne. I still have a lot to learn about being a good
teacher!
FRANKI: What are you thinking about now that this book is behind
you?
DONALYN: I gave myself permission not to jump into another project
right away, but I am working on something with a few friends… I am not ready to
talk about it much because we are still planning it. I can tell you that it is
about reading and teaching!
Thank you, Donalyn!!
)The series is quite popular with my 3rd graders right now!
She is one of my favorite authors so any new book she writes is a definite celebration for me!
by George Ancona is one I am so glad to have discovered. A few years ago, I created a 
by Michelle Mulder is another book I'm happy to have recently discovered. The book is a short chapter book (46 pages) about the history and impact of bicycles in our world. The beginning of the book shares some important history in the invention timeline of the bicycles. The photos and artifacts bring these events to life for kids. (The short news article about a woman wearing bloomers on a bicycle being warned of arrest was quite telling:-) The rest of the book goes on to tell how and why bicycles are so important today and how they are used for different purposes in different places. Again, photos are an important way that this book shares information with readers. This book is packed with interesting information about bicycles and there are many possibilities for it in the classroom. 
? (I didn't realize that David
by Cynthia Rylant
by Jan Brett
by Bill Thompson
by Allen Say
