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Suzanne Whaley is a National Board certified teacher in Fairfax County, Virginia, where she was a classroom teacher and literacy specialist for twenty-two years before working in the central office. She currently leads the literacy professional development for reading specialists, principals, school teams, and teachers in her district. Suzanne has taught second through fifth grade and has been a reading specialist and Literacy Collaborative Coach in a vibrant Title I school. Suzanne believes in the power of being a student of the students, who are the richest source of data that any teacher has. Suzanne considers herself lucky to have spent her career surrounded by thoughtful and passionate professionals who have shaped her belief in developing a “thinking teacher” where the most powerful habits of mind are reflection and continuous growth.
Suzanne strives to keep meaning at the heart of learning experiences for teachers as well as students. She collaborated with Kathleen Fay and Chrisie Moritz to writePowerful Book Introductions: Leading with Meaning to Promote Thinkingto help teachers analyze texts and plan lessons so that meaning-making is at the forefront of students’ learning opportunities with books.
Suzanne co-authored her first book,Becoming One Community: Reading and Writing with English Language Learners(Stenhouse 2004), with Kathleen Fay to support general education teachers who work in diverse communities and value every student as a full member of the community.
Suzanne lives in Clifton, Virginia, with her husband, Ben, and their daughter, Rachel.
Kathleen Fay, Christine Moritz, and Suzanne Whaley:::100039
Powerful Book Introductions
Effective book introductions during guided reading set the stage for young readers to navigate new texts independently and successfully and often shape the outcome of small-group lessons. Many teachers struggle with decisions about what these introductions should address, what they should include, and how to conduct them.
In Powerful Book Introductions: Leading with Meaning for Deeper Thinking literacy leaders Kathleen Fay, Chrisie Moritz, and Suzanne Whaley speak to these concerns by taking a close look at the purposeful planning that goes into preparing for this small but vital part of today’s guided reading lessons. Through relatable classroom examples and the wisdom of their shared teaching experiences, the authors show you how to:
Select texts for your small-group lessons specifically based on your students’ needs
Amplify meaning-making from the first moments of your guided reading book introductions and maintain this emphasis
Introduce visual and structural information to support your readers in meaning-making
No matter where you are in your understanding of guided reading, Powerful Book Introductions will help you as you learn to craft student-centered, meaning-driven book introductions that prepare your readers for success.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion