You Gotta Be the Book: Teaching Engaged and Reflective Reading With Adolescents

by Wilhelm, Jeffrey D.; Smith, Michael W.

• ISBN13: 9780807748466
• ISBN10: 0807748463
• Edition: 2nd
• Format: Paperback
• Copyright: 2007-11-16
• Publisher: Teachers College Pr

Summary

Over a decade ago, Jeffrey Wilhelm's groundbreaking book showed educators how to think of reading as a personally meaningful, pleasurable, and productive pursuit. In the 13 years since its publication, the author has experimented with and further developed all of the techniques he first explored in "You Gotta BE the Book," including visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. In this expanded edition, Wilhelm adds a new commentary to each chapter in which he reflects on the research and insights he introduced in his now classic text.

Table of Contents

Foreword to the Second Edition	p. xi
Foreword to the First Edition	p. xiii
Preface to the Second Edition	p. xvii
Acknowledgments	p. xix
Introduction: Really Among Schoolchildren	p. 1
The Reading Struggle	p. 1
Personal Readings	p. 4
Children's Hour	p. 6
Compelling Questions	p. 7
Tentative Answers	p. 8
Setting the Task	p. 10
Commentary: The Human and the Cultural	p. 12
Moving Toward a Reader-Centered Classroom	p. 18
The Bottom-Up Approach	p. 19
Why Johnny Won't Read	p. 20
There Is an Alternative	p. 24
Getting Started	p. 26
Building on Rosenblatt	p. 29
Commentary: Be The Teacher	p. 32
Looking at Student Reading	p. 38
The Year Begins	p. 39
What Makes Valid Reading?	p. 40
Studying Student Response	p. 41
Three Highly Engaged Readers: Cora, Joanne, and Ron	p. 43
Why Read Literature?	p. 52
Commentary: Looking for Tomorrow Instead of Toward Yesterday-The Power of Teacher Research	p. 54
The Dimensions of the Reader's Response	p. 61
Classroom Research Methods	p. 61
The Dimensions	p. 67
Surprises	p. 70
Evocative Dimensions	p. 72
Connective Dimensions	p. 88
Reflective Dimension	p. 97
Epilogue: What We Learned Together About Reading	p. 109
Commentary: Literary Theorists, Hear My Cry!	p. 111
Using Drama to Extend the Reader	p. 119
Why Drama?	p. 121
The Students: Kevin, Marvin, and Libby	p. 126
Before Drama	p. 128
Dramatic Happenings	p. 132
The Moves They Made	p. 135
Reading as Pleasure: "You Have to Live the Story"	p. 143
Epilogue: The Potential of Drama	p. 145
Commentary: Motivation and Methods	p. 147
Reading Is Seeing	p. 153
Still Struggling: Tommy, Walter, and Kae	p. 154
Seeing the Visual Possibility	p. 157
The Visualization Project: Art in the Classroom	p. 161
The Art of Reading	p. 165
Moving Toward a Reflective Response: "The Book Said All That"	p. 176
Epilogue: Opening Doors with Art	p. 179
Commentary: Seeing the Substantive Possibilities	p. 184
Expanding Concepts of Reading, Response, and Literature	p. 188
Reading as Engagement	p. 189
Alternate Texts as Literature	p. 190
Using Student Experiences: Art and Drama Activities	p. 191
The Role of the Teacher	p. 192
The Teacher as Researcher	p. 196
Toward a Critical Literacy	p. 197
Commentary: A Humane and Democratic Classroom	p. 202
Questions and Activities for the Ten Dimensions of Reader Response	p. 207
Revolving Role Drama Lesson Plans for The Incredible Journey	p. 221
References	p. 227
Stories and Poems Cited in the Text	p. 235
Index	p. 237
About the Author	p. 244
Table of Contents provided by Ingram. All Rights Reserved.