you gotta be the book2

2/25/20102/25/2010Dr. S. Jenkins REED 502 Dr. S. Jenkins REED 502

Spring 2010Spring 2010

““You Gotta BE the Book”You Gotta BE the Book”Jeffrey D. WilhelmJeffrey D. Wilhelm

Marcia MorrisMarcia Morris

Introduction &Introduction &Chapter OneChapter One


Spring 2010Spring 2010 22

Understanding LiteracyUnderstanding Literacy Why do we readWhy do we read

• Read to create meaning and connectionsRead to create meaning and connections• Reading is not having the ability to find the Reading is not having the ability to find the

answeranswer• Encourage discussion, ask open-ended Encourage discussion, ask open-ended

questionsquestions• Be a part of the discussionBe a part of the discussion



Concepts of TeachingConcepts of Teaching Understand your abilities and learning Understand your abilities and learning

stylesstyles• Be flexibleBe flexible

3.3. Understand that no two student learn the Understand that no two student learn the same same

4.4. use other literatures besides the textbookuse other literatures besides the textbook5.5. Make all students feel welcomeMake all students feel welcome



Effective/ Affective Literacy Effective/ Affective Literacy InstructionInstruction

Believe in what you teachBelieve in what you teach• Teachers should practice their subjectTeachers should practice their subject

• Have knowledge of the information Have knowledge of the information before presenting the reading to before presenting the reading to

studentsstudents• Make resources available for all students Make resources available for all students

at all levelsat all levels



The Teacher-researcherThe Teacher-researcher• Question-what is the Question-what is the

underlining cause for a underlining cause for a student to hate readingstudent to hate reading• Observe what the student Observe what the student

thinks is funthinks is fun• Theorize and explore new Theorize and explore new

literatureliterature



The Teacher-researcher cont.The Teacher-researcher cont.• Test- bring in new materials with a positive Test- bring in new materials with a positive

outlookoutlook• Adapt- if the test is successful find more Adapt- if the test is successful find more innovated methods for instructional literacyinnovated methods for instructional literacy

• Learn- keep up with the times; meet Learn- keep up with the times; meet students where they arestudents where they are



Learn your studentsLearn your students Survey your studentsSurvey your students

• Have students fill out (anonymous) Have students fill out (anonymous) surveys on their likes/dislikessurveys on their likes/dislikes

• Watch their behaviors and interactions to Watch their behaviors and interactions to (introverts vs. extroverts)(introverts vs. extroverts)

• Utilize students’ strengths (and Utilize students’ strengths (and weaknesses) in the classroomweaknesses) in the classroom

Allow the student to work at his paceAllow the student to work at his pace



ImplementationImplementation Make reading fun- make it social-ableMake reading fun- make it social-able

• Encourage group-workEncourage group-work

• Be the book- understand the book, gather Be the book- understand the book, gather the information know the data; don’t be the information know the data; don’t be

afraid to say “I don’t know”afraid to say “I don’t know”

• Teach without having to read solely from Teach without having to read solely from the bookthe book



Practices in the classroomPractices in the classroom Encourage students to find books that Encourage students to find books that

interest theminterest them• Make reading fun- during reading time, you Make reading fun- during reading time, you

should be reading too!should be reading too!• During reading quietly talk to each student, During reading quietly talk to each student,

not just the ones’ “labeled”not just the ones’ “labeled”



Thank youThank you

you gotta be the book2

Education