# data[].attributes.body
Readicide

"I want my students to know that reading difficult text is hard even for the teacher- it is normal to be confused." (Gallagher, 2009, p.100

# data[].attributes.body
The Book Whisperer
"I believe that students should be empowered to make as many book choices as possible, including the books we read together. The idea of students clamoring to read favorite books feeds into my goal for getting them excited about reading. By valuing their opinions, even about the books we share as a class, I let them know that their preferences are as important as mine.” (Miller, 2009, p. 74)

# data[].attributes.body
“This is what I want for my students, to lose and find themselves in books.” pg. 50

# data[].attributes.body
The Book Whisperer
" I am the teacher, and there are aspects to choosing books that these new students do not think they can admit to me or verbalize because they reveal reading habits that are viewed as "cheating" or "not really reading," so I ask, "Who has chosen a book because it is short? Who has chosen a book to read by checking how long it is?"

"Many of the students who do not see themselves as good readers did not realize before this class discuss that all readers "cheat." (p. 72)

# data[].attributes.body
Readicide
"Read-i-c-de: noun, the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools."

"...I introduce 'readicide' here because it cuts to the central ironic thesis of this book: rather than helping students, many of the reading practices found in today's classrooms are actually contributing to the death of reading.  In an earnest attempt to instill reading, teachers and administrators push practices that kill many students' last change to develop into lifelong readers." (Gallagher, 2007, p.2)

# data[].attributes.body
Comprehension Through Conversation

"We need to teach children that listening with intent, or listening with active attention to meaning, is at the heart of purposeful talk."

"To listen with intent, children must learn that, once someone starts talking, their hands go down; they temporarily 'park' their thinking, and focus on the idea being shared."
(Nichols, 2006, p. 42)

# data[].attributes.body
Reading in the Wild
"Reading seems like something we do alone, but it isn't. Every book begins and ends with other people- the readers who suggest the book to us and encourage us to read it, the talented author who crafted each word, t he fascinating individuals we meet inside the pages- and the readers we discuss and share the book with when we finish." (Miller, 2014, p.128)

# data[].attributes.body
Mosaic of Thought:  The Power of Comprehension Strategy Instruction

"Playwright Arthur Miller is quoted as saying, "The job is to ask questions --it always was--and to ask them as inexorably as I can.  And to face the absence of precise answers with certain humility." . . . "After all, the root of question is quest.  We must think of setting out on a quest to learn more, to better understand friends and family, to pursue passions and interests, to make sense of our worlds." (p.107)

# data[].attributes.body
Reading For Their Life:
(Re) Building the Textual Lineages of African American Adolescent Males

"Texts must be used effectively to honor and nurture the multiple identities of these young men.  If not, many of them will remain in economically oppressive conditions- and the reading, writing, language, and vocabulary achievement gaps that send these young males to the back of the line will persist."
-Alfred W. Tatum, 2009

# data[].attributes.body
Readicide

"I have witnessed this pattern in too many schools, in too many states, to draw any conclusion other than a painful one: that the practices we, as educators, are employing to make students better readers are often killing them. Intentions are not the problem; our practices are the problem" (Gallagher 5).

# data[].attributes.body
The Book Whisperer: “No single literacy activity has a more positive effect on students’ comprehension, vocabulary knowledge, spelling, writing ability, and overall academic achievement than free voluntary reading” (p. 51).

# data[].attributes.body
The Book Whisperer-
"Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters- the saints and sinners, real or imagined- reading shows you how to be a better human being" (p.18).

# data[].attributes.body
Comprehension Through Conversation
"If we are to prepare our children for a world that is propelled by purposeful conversations and collective intelligence, teaching them to communicate well at the chitchat level, or likewise to talk at others rather than with others will not suffice" (p. 6)

# data[].attributes.body
Reading in the Wild
"What children read shapes the men and women they will become, but what I want most for my students is the discovery that reading is a well that never runs dry. ..Who can say what books will mark my students' lives?  It's not my journey, but I am happy to walk alongside them for a few miles" (p.161)

# data[].attributes.body
Reading for their Life p. 6

The full truth is that many African American males are exiles on American soil. Some even want to quit America, but there is nowhere for them to go."

# data[].attributes.body
Mosaic of Thought: The Power of Comprehension Strategy Instruction
"Too frequently, however, something critically important is lost somewhere along the line: the joy of reading. What we fear - and what the research indicates - is that we are producing 'school readers': students who seldom crack a book once they've left the classroom."
"Remember, the strategies are tools. They are a means to an end - comprehension - no an end in themselves."
(couldn't pick just one. :))

# data[].attributes.body
From IMMIGRANT STUDENTS AND LITERACY, pg 46
"..to be accountable means-at its simplest-to be mindful of engagement with others, to learn productively from and respond to the experiences of others, and to cultivate mutual empathy and understanding. It is about relationships.

# data[].attributes.body
"There is a general rule in literacy: if a child can understand the text as he hears it read aloud, then he does not have a comprehension problem; he has difficulty with printed text." -Reading Doesn't Matter Anymore by David Booth (p. 70)

# data[].attributes.body
My quote is in regards to younger students tendency to "share" more than "ask questions".... During a read aloud , a character was eating breakfast when a student shouted out "I like jam with my peanut butter" Maria Nichols, author of Comprehension Through Conversation wrote this in response:
"If we have cultivated a caring and respectful environment in our classrooms, we can say to our young jam enthusiast, "Wow, I  like jam too. But I'm wondering if thinking about jam right now is going to help us understand Chester? Sometimes things pop into our heads as readers, and we realize that it's taking our thinking away from the text, rather that pushing us deeper into the text.When that happens, we park our idea on the side of our brain, and refocus on the story." (p. 41)

# data[].attributes.body
From The Book Whisperer: "It is hard to fight the culture even when what you see in your classroom every day tells you that you are getting it right.
-Donalyn Miller

# data[].attributes.body
From Choice Words: "If we have learned anything from Vygotsky (1978), it is that 'children grow into the intellectual life around them' (p.88). That intellectual life is fundamentally social, and language has a special place in it. Because the intellectual life is social, it is also relational and emotional. To me, the most humbling part of observing accomplished teachers is seeing the subtle ways in which they build emotionally and relationally healthy learning communities-intellectual environments that produce not mere technical competence, but caring, secure, actively literate human beings."

# data[].attributes.body
From Immigrant Students and Literacy: "It was striking to me that many of the students' narratives had an almost epic quality...They were about survival, unimaginable loss, separation from home and community... They were also about possibility, social action and hope. I felt the only real way to honor the power, immediacy, and truth of their stories was through retelling them."

# data[].attributes.body
From Choice Words: "Teachers play a critical role in arranging the discursive histories from which these children speak. Talk is the central tool of their trade. With it they mediate children's activity and experience, and help them make sense of learning, literacy, life, and themselves. (Peter H. Johnston)

# data[].attributes.body
"In storytelling, everything matters: the tale, the teller, the telling, and the told." Reading Doesn't Matter Anymore.. - David Booth

# data[].attributes.body
From Reading in the Wild: “We reduce the effectiveness of reading interventions when we don't provide our lowest-performing students reading time and encouragement. Developing readers need more reading, not less.”