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

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

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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 Editionp. xi
Foreword to the First Editionp. xiii
Preface to the Second Editionp. xvii
Acknowledgmentsp. xix
Introduction: Really Among Schoolchildrenp. 1
The Reading Strugglep. 1
Personal Readingsp. 4
Children's Hourp. 6
Compelling Questionsp. 7
Tentative Answersp. 8
Setting the Taskp. 10
Commentary: The Human and the Culturalp. 12
Moving Toward a Reader-Centered Classroomp. 18
The Bottom-Up Approachp. 19
Why Johnny Won't Readp. 20
There Is an Alternativep. 24
Getting Startedp. 26
Building on Rosenblattp. 29
Commentary: Be The Teacherp. 32
Looking at Student Readingp. 38
The Year Beginsp. 39
What Makes Valid Reading?p. 40
Studying Student Responsep. 41
Three Highly Engaged Readers: Cora, Joanne, and Ronp. 43
Why Read Literature?p. 52
Commentary: Looking for Tomorrow Instead of Toward Yesterday-The Power of Teacher Researchp. 54
The Dimensions of the Reader's Responsep. 61
Classroom Research Methodsp. 61
The Dimensionsp. 67
Surprisesp. 70
Evocative Dimensionsp. 72
Connective Dimensionsp. 88
Reflective Dimensionp. 97
Epilogue: What We Learned Together About Readingp. 109
Commentary: Literary Theorists, Hear My Cry!p. 111
Using Drama to Extend the Readerp. 119
Why Drama?p. 121
The Students: Kevin, Marvin, and Libbyp. 126
Before Dramap. 128
Dramatic Happeningsp. 132
The Moves They Madep. 135
Reading as Pleasure: "You Have to Live the Story"p. 143
Epilogue: The Potential of Dramap. 145
Commentary: Motivation and Methodsp. 147
Reading Is Seeingp. 153
Still Struggling: Tommy, Walter, and Kaep. 154
Seeing the Visual Possibilityp. 157
The Visualization Project: Art in the Classroomp. 161
The Art of Readingp. 165
Moving Toward a Reflective Response: "The Book Said All That"p. 176
Epilogue: Opening Doors with Artp. 179
Commentary: Seeing the Substantive Possibilitiesp. 184
Expanding Concepts of Reading, Response, and Literaturep. 188
Reading as Engagementp. 189
Alternate Texts as Literaturep. 190
Using Student Experiences: Art and Drama Activitiesp. 191
The Role of the Teacherp. 192
The Teacher as Researcherp. 196
Toward a Critical Literacyp. 197
Commentary: A Humane and Democratic Classroomp. 202
Questions and Activities for the Ten Dimensions of Reader Responsep. 207
Revolving Role Drama Lesson Plans for The Incredible Journeyp. 221
Referencesp. 227
Stories and Poems Cited in the Textp. 235
Indexp. 237
About the Authorp. 244
Table of Contents provided by Ingram. All Rights Reserved.

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