A Teachers Guide

The Year of Billy Miller

Written and Illustrated by Kevin Henkes
Ages: 8Grades:
Guided
Level: P
Genre:
Fiction
240

12
3-7
Reading

Guide
Alyssa
UVA 7310
July 1, 2014

compiled by
Roark

Realistic
pages

Published in 2013
Greenwillow Books, an imprint of Harper Collins Publishers
1

About the Author: Kevin

Henkes
Born in Racine, Wisconsin in 1960, Kevin Henkes
grew up with his four siblings in a working-class
neighborhood. He spent much of his childhood playing
outside, reading books, and riding his bike. Perhaps
some of the most influential experiences for Henkes as a child were his regular visits to
the public library and the local art museum, the Charles A. Wustum Museum of Fine Arts.
Henkes fostered a love for art and often received praise from teachers and other adults
for his drawings and artwork. Henkes had not thought much about becoming a writer
until his high school English teacher encouraged him, telling him, I wouldnt be
surprised if I saw your name on a book one day. Those words have stayed with Henkes
to this day.
Henkes spent his freshman year of college at the University of Wisconsin at
Madison, where he worked diligently to put together a portfolio of childrens books, using
many of the resources and supports of the Cooperative Childrens Book Center (CCBC).
That summer, Henkes flew to New York with a list of publishers to visit. Unbelievable, a
19 year old Henkes landed a book deal with his top choice publisher, Greenwillow Books,
on the first stop of his visit.
Henkes has since come to publish around 50 books, ranging from picturebooks to
easy readers to novels. A significant portion of Henkes characters involve loveable
animal characters, mostly mice like Owen (Owen, 1994 Caldecott Winner), Lilly (Lillys
Purple Plastic Purse, 1996 ALA Notable Book), and Penny (Penny and her Song, 2012).
Henkes has also published a number of novels, including Olives Ocean, winner of the
2004 Newberry Honor.
No matter what format Henkes chooses to explore, his voice is unmistakable. His
books speak to childrens true thoughts and feelings, their anxieties, their hopes, their
priorities. Children, parents, teachers, and all adults will fall in love with any number of
his delightful, poignant books.

About the Book: Synopsis & Critical

Reception
Meet Billy Miller, a soon-to-be-second-grader,
who is nervous that he might not be smart
enough for 2nd grade, especially after taking a
tumble on a family vacation that left him with a
decent lump on his head. The Year of Billy Miller
walks us through Billys titular year, beginning
with his anxious first few days of school with his
new teacher Ms. Silver. Luckily for Billy, he has
the warmth and support of his family, which
includes his Papa, who is a stay-at-home dad and
artist; his Mama, who is a busy high school
English teacher; and his little sister Sal, whose
big personality can sometimes be a nuisance.
Through the everyday events of a kids life, like
school projects, missions to stay awake all night,
and awkward peer interactions at school, we see
Billy blossom into a more confident child, allowing
his best qualities to shine, even in tricky
situations.

Awards:
2014 Newberry Honor Award
Kirkus Review Best Childrens Book
Winner
ALA Notable Childrens Book Winner
Horn Book Fanfare Winner

School Library Journal Best Book

Winner

Each segment introduces a new conflict

that Billy manages to resolve without too
much fuss or torment. The books clear
structure, concrete images, and justchallenging-enough vocabulary are
smartly attuned to emerging readers, and
its warmth, relatable situations, and
sympathetic hero give it broad appeal.
- Publishers Weekly
Henkess delightful story is restrained
and vivid in just this way: forgoing the
overdramatic or zany, it shows the
substance, warmth and adaptability of
beautifully common family love. Mamas
when its quiet you can hear so much
perfectly describes the resonant power
of Henkess vision.
New York Times
Nuanced and human, this quiet novel
takes aim squarely at the everyday
difficulties of a specific segment of
growing up and finds its mark with tender
precision.
-Horn Book Review

Billy Millers second-grade year is quietly

spectacular in a wonderfully ordinary
way.Billys slightly dreamy interior life
isnt filled with either angst or boisterous
sillinessrather, the moments that appear
in these stories are clarifying bits of the
universal larger puzzle of growing up,
changing and understanding the world.
Small, precise black-and-white drawings
punctuate and decorate the pages.
Sweetly low-key and totally
accessible.
- Kirkus Review

It's a book that I can't say enough good

things about. Very simple,
straightforward, but it deals with
matters of the heart in a very, very
compelling way. ... If you were reading
this out loud to your second-grader, your
fourth-grader and your fifth-grader would
wander in and be captivated.
- Kate DiCamilo on Billy Miller (NPR)

About the Book : Unique Generic Qualities

Plot
Part of what makes
this book so perfect
for the middle grades
is its plot structure.
The events in the
story follow a
straightforward, chronological sequence, all contained within the course of a school year.
For even more added structure, Henkes has organized the book into four manageable
sections, each section focusing on Billys interactions with one particular character
(teacher, father, sister, mother), and each section taking place within a particular
season. The episodic plot structural allows Billy to confront and resolve one main conflict
4

in each section. . The overarching conflict is an internal one for Billy, confronting his selfdoubt and insecurity.
Why do you think Henkes divided the book into four sections? Did this
structure make it harder or easier to read compared to other chapter books youve
read?
Why did Henkes name each section after a particular character?
Why do you think Henkes wrote the story in chronological order?
What types of conflicts does Billy face throughout the book?
Identify the main conflict in each section and how each conflict is resolved.
How does Billy grow from each conflict?

Characters
Henkes has created
memorable, believable
characters who resonate
with readers. The
protagonist, Billy Miller, is a seven year old boy; hes forgetful, he gets frustrated, he
does things that typical 7 year old boys do. Henkes fleshes out Billys character to be
more complete though: he shows us that Billy has a big heart, that he cares about other
people and wants to be helpful. We see Billy develop and grow throughout the story,
undergoing a subtle transformation into a more confident person. Henkes other primary
characters are also well-developed and rounded, Papa showing some of his irritation
when work becomes difficult, Mama balancing her job and her role as a mother, and
even little Sal in her exuberant way shows a sweet side and a difficult side.
How would you describe Billy at the beginning of the novel? How would you
describe him at the end? What has changed about him? What events caused him
to change?
How would you describe Billys relationship with his father?
Which characters would you think had the most influence in helping Billy to
become more confident?

Setting
While the setting of
this novel is mostly
used as a backdrop
for the events to
occur, this does not
mean that Henkes
doesnt flesh the setting out in a vivid way. We see Billy at home, at school, and at one
particular restaurant called Rubys Cupboard. Henkes uses descriptions of the changing
seasons and weather to create mood in each section, enhancing the plot of the story.
Henkes word choice and inclusion of detail brings the setting of a scene to life; one such
example can be found in the first section of the book on a very foggy morning:
5

It was a foggy morning. Sal was standing at the front window with Raindrop [her
toy], gazing out at the murkiness that pressed against the house. Oh well, she
said matter-of-factly. Theres nowhere to go today. Everythings gone.
Henkes skilled use of figurative language is often employed to describe the setting, as
we see in the example above. Without overwhelming relatively new reading, Henkes
provides enough detail and description to allow readings to picture the setting in their
minds.
How does Henkes use the setting to create mood for a scene?
How does Henkes use figurative language to describe the setting?
Could this story of Billy Miller have taken place anywhere else? How might
the novel have been different if it were set in a different place?

Theme
The story of Billy Miller
teaches readers about the
importance of family and
the power of approaching
conflicts with confidence
and imagination. Henkes
reveals these themes
gently, without being
preachy. If there can be a coming-of-age story about a seven year old, this book
accomplishes that goal. Billy grows into himself, undergoing a natural progression of
feeling anxious and self-conscious to being a confident kid. He does so with the guidance
and support of his parents and with the reassurance of his teacher Ms. Silver.
What is Henkes trying to teach us about the world through the story of Billy
Miller?
What lessons did Billy learn from his parents? What lessons did his parents
learn from him?

Teaching Guide: Before Reading

Other books to consider before reading Billy Miller: You may want to begin your
study of The Year of Billy Miller by incorporating an author study of Kevin Henkes or a
genre study of Realistic Fiction. Students will later be able to make thematic connections
and

comparisons between characters.

Chrysanthemum:
Chrysanthemum loves
her unique name until
she goes to school and
hears the other children
make fun of it.
Chrysanthemum perks
up again when her
teacher reveals her own
first name - Delphinium.

Wemberly Worried:
Wemberly is a worrier. She
worries about everything,
especially as she begins
school. Wemberly comes to
discover that worrying can
get in the way of having
fun.

Owen:
Owen adores his yellow
blanket and takes it
wherever he goes. His
teacher Mrs. Tweezers
thinks he is too old to be
bringing his blanket to
school. Owens mom
comes up with the
perfect solution.

Themes: Bullying,
Friendship, Family,
Confidence

Themes: New Experiences,

Confronting Fears,
Friendship

Themes: Growing up,

Parents, Transitions

Beezus and
Ramona (or any of the
Ramona series) by
Beverly Cleary
This is the first in the
series and is the only
book told from the point

Alvin Ho: Allergic to

Girls, School, and Other
Scary Things by Lenore
Look
Meet Alvin, who contends
with his nervous
tendencies and his

Clementine
by Sara Pennypacker
Clementine is not your
average third-grader, as
shes pretty well-known
for mischief. Despite her
talent for troublemaking, Clementine has
a big heart and a great
sense of humor.
Themes: School,
Mischief, Imagination

of view of older Beezus,

who sometimes cant
stand her annoying little
sister.
Themes: Siblings,
Growing up, Mischief

incredible imagination.
Follow Alvin as he tackles
his fears and confronts the
awkward situations of
being a kid. Themes:
Confronting Fears, School,
Home Life

Anticipation Guide: Use this questionnaire before reading to allow your students to
think about their beliefs. Have students select either AGREE or DISAGREE, then have a
discussion about why people chose their answers. Revisit these questions after reading
the book, using textual evidence to agree or disagree with each comment.
Statement

Agree

Disagree

The words that people say are not very important.

Parents can encourage their children.
Children can encourage their parents.
Parents know everything.
People stay the same; they dont really change.

Pre-Reading Discussion Questions: Have students look at the front cover. Read the
title together. Read the back of the book aloud. Read the front flap to learn things to
know about Billy Miller.
1. What do you think this book will be about?
2. Who is Billy Miller?
3. What do you think it means when someone says Its the Year of _____ ?
4. What do you think might happen to make this the Year of Billy Miller?

Activating Background Knowledge: Ask students to write a journal entry answering

the following questions to activate background knowledge before reading.
Have you ever felt nervous about trying something new? Have you ever felt like you
were not good enough at something? How did you get to feel better about the situation?
Who helped you and how?

Connecting to Henkes Other Works: After having read several of Henkes pictures
books, ask students about the common characteristics that theyve noticed in his other
books:
What kinds of characters does Henkes typically write about?
What are the types of things that the characters do in his stories?
Using what you know about these other works, what predictions do you have
about this novel?

Teaching Guide: During Reading

PART ONE: TEACHER
Vocabulary: Preview the following words before reading, as they may be new and
challenging for readers. See if you can spot any of these words more than once in the
text.
spectacular (2)
breakthrough (7)
preoccupied (9) penetrating (22)
mesmerized (33) intricate (43)

flourish (9)
imitation (26)

battered (27)

Discussion Questions:
What does the incident at the Jolly Green Giant show you about BIllys
personality?
Why was BIlly feeling self-conscious about going into 2nd grade?
How does Billys father change his feelings?
Billy accidentally insults his teacher on the first day of school. How does he
react to this? What does his reaction show you about his personality?
How do Billys feelings about Ms. Silver
change in this section? What causes his feelings to
change?
How do Ms. Silvers words encourage and
reassure Billy?

Activity - Analyzing Character: Work in a small group

to create a character map that shows what we know
about Billy Millers character traits. Use words and
sentences from the text to support your work. Be sure to
include Billys thoughts (thought bubbles near his head),
feelings (over his heart), sayings (speech bubbles out of
his mouth), and actions (words near hands and feet).
Text-to-Text Connections: Compare this section to
Lillys Purple Plastic Purse by Kevin Henkes. How are the
two teachers in these books similar? How are the two students in these books different?
9

Does Billy Miller remind you of any other Kevin Henkes characters that weve
encountered? How are they similar or different?
Character Notebook: Give students a small notebook of stapled pages, one page for
each character (Billy, Mother, Father, Sal, Ms. Silver, Ned, Emma). As students continue
reading the book, they can add information that they learn about each character,
including their jobs, their character traits, or any other information students feel is
important about the character. Give students an opportunity to share what they have
noted about each character.

PART TWO: FATHER

Vocabulary: Preview the following words before reading, as they may be new and
challenging.
diligently (64)
imperfections (73)
confirmation (77)
echoing (79)
dense (80)
authentic (84)
hesitated (97)
oblivious (99)
companionable (104)
Discussion Questions:
On page 55, how does the description of the seasons create a mood for the
beginning of the chapter?
Why was Papa feeling crabby at the beginning of this section?
On page 60, Billy is looking at one of Papas newest pieces of art. How do you
think Papa is feeling in this particular scene? What clues do you see from the text?
On page 62, what do both Mama and Papa mean when they say, Shes
something, about Sal?
How does Billy initially feel about his diorama? What causes him to change
his mind? How does Papa react to this? Why does he react in such a way?
In this section, we see Papa encouraging and inspiring Billy; we also see Billy
encouraging and inspiring Papa. How do they support and inspire each other? What
does this tell you about their relationship?
What conflicts are Papa and Billy facing in this section? How do they resolve
their conflicts? What mindsets or character traits allow them to solve their
conflicts?
Artifacts: After reading this section, show students several
artifacts to help them better visualize some aspects of this
chapter:
- picture of a cello
- sample of mica
- samples of real assemblages made by the artist Joseph
Cornell: http://www.pem.org/sites/cornell/#

10

Words can Help/ Words can Hurt list: Compile a class list of examples in the text
when characters use words that hurt or words that help. Include who said the words, the
page number, and who the words hurt. Continue adding to the list as you read the rest of
the book.
Text-to-Text Connection: Compare this section to Kevin Henkes Owen. How is Billy
similar to Owen in this chapter? What conflict do both Billy and Owen face? How do they
each resolve these conflicts?
Personal Connection: Ask students to write a journal entry about the following
questions:
Have you ever had an item or a habit that you gave up because you outgrew it or
thought it was too babyish? What did you do? How did this make you feel?

PART THREE: SISTER

Vocabulary: Preview the following words before reading, as they may be new and
challenging.
wailing (111)
salvaged (114)
relentless (117)

illuminating (112)
contagious (131)

hoarse (113)
envisioned (136)

uneasy (136)

Discussion Questions
Why do you think it was so meaningful for Billy to try to stay awake all night?
Read pages 137 - 138. Billy is trying to imagine something scary to help him
stay awake. Notice how the sentences change and feature repeating phrases.
What effect does that have on the reader?
Re-read this quote from page 141:
Billy scooched nearer to Sal. He didnt know what to say. He couldnt
say I need you, which was the truth. Hi, he whispered.
Why couldnt BIlly say that he needed his sister? Why did he need his sister
at all?
How are Billys feelings toward his sister at the beginning of the section? How
does he feel about his sister at the end of the section? Why have his feelings
changed? What does he think of his sister?
At the end of this section, Billy decides to write a letter to Sal in which he
says, Will make it to morning next time. Your ok. Do you think there is more that
Billy was feeling that he did not say? What do you think those feelings might be?
Why do you think he did not say them in the letter?
11

Writing Activity: Re-write Billys letter to Sal to say the things that he truly wanted to
say.
Text-to-Text Connections: Compare the sibling relationships that we see between Billy
and Sal and the relationships we see between Julius and Lilly in Henkes Julius, Baby of
the World. How do these older siblings feel about their younger siblings? Are there any
other Henkes characters that remind you of Sal? Why?
Interpreting Figurative Language: Use the following examples to give to students;
have kids draw what the phrase would mean if it were taken literally, then have them
explain what the phrase was intended to mean.
- Isnt she cute? whispered Papa. Just looking at her shreds my heart. (93)
- Billys favorite was a lion whose mouth was open wide, showing a mountain range of jagged
teeth. (122)

- A swift invisible hand pressed his head down and stitched his eyes shut. (152)
- When they were both gone, the air in the house was harder to breathe, somehow.
(159)
- Now he could sail downstairs to see what the day would bring. (161)

PART FOUR: MOTHER

Vocabulary: Preview the following words before reading, as they may be new and
challenging.
discomfort (167)
fond (186)
boasting (203)
authority (212)
descended (214)
enthusiastically (226)
Discussion Questions:
What does the following quote reveal about Billy Miller? He still had to
choose between Mama and Papa. He didnt want either one to feel bad. (170)
Return to the scene starting on page 194. Here, we see a bird crash into the
widow and die. Mama buries the bird in the backyard. Why do you think Henkes
included this scene? What is the mood of this scene? What do we learn about
Mama here?
Why do you think Billys mother took the copy of the poem up on the stage
during Billys performance? How does this decision impact Billy? How does Billy
feel about his mothers action? What does this action show you about Mama?
Throughout the novel, Emmas hurtful and negative words cause Billy to take
different actions. How did Billy benefit from Emmas words? How did Billy turn her
negative words into something positive?
Why does Billy initially want to memorize and perform his poem? Is Billy
successful in his mission? Why or why not? Why does Billy get up on stage and
recite his poem even though the microphone was not turned on?

12

 Ms. Silver did a lot of hard work to put together the poetry performance for
her students and their families. What did she have to do to make sure the night
was a success? What does this show you about Ms. Silvers character?
Quick Write: Pick one of the two following quotes that you think best sums up a big
idea of the book. Explain why you think that quote is important to the book and how it
could apply to your own life.
When its quiet you can hear so much. (196)
or
Billy sighed. He realized that as soon as one problem is solved, something else is right
there, waiting to take up your time. (176)
Text-to-Text Connection: Think about
Henkes Chrysanthemum. In that book, we see
Chrysanthemum bloom. How is her
blooming similar to Billy at the end of the
book? What might it mean to say that Billy
bloomed by the end of the book?
Revisiting Character Traits: Using the same
guide as that found in Section 1, make a new character trait map to show Billys new
thoughts, feelings, sayings, and actions. Compare how this character map is different or
similar to the one we created in the first section.

Teaching Guide: After Reading

Essays
1. How did Billy grow and change
throughout the story? What kind of kid was
he at the beginning of the book? How is he
different by the end? Which people helped
him change? How did the problems he
faced help him grow? What message can
we learn about Billys transformation?
2. What role did Billys parents play in
helping Billy grow? What is the relationship
between his parents like? How does their
relationship together affect Billy? How is
Billy similar to or different from his
parents?

Sociogram
Use a large sheet of paper to create your
own sociogram (check out more
information here:
http://www.swanseagfl.gov.uk/literacy/eigh
trb/docs/anal_connect/CreatingSociogram.
pdf) portraying the characteres we meet in
the book. Choose colors, lines, shapes,
and symbols that accurately reflect the
relationships between the characters. Use
words to label the lines and describe how
the character thinks, feels, and behaves
toward another character.
13

Character Poems
Interviews
Billy is asked to write a poem about a
Pair students together; have each child
family member. Using any format of poem
take turns being the interviewer and a
that you like (acrostic, haiku, free-verse,
character of their choice. The interviewer
etc.), write a poem about one of the
will ask questions about scenes in the
characters in the book. You may use words
book, and the other child will answer
and phrases from the book to include in
questions as if he or she were their chosen your poem.
character. Encourage students to go back
into the book to look for support to answer
Host an Event
questions from the interviewer.
Invite parents and family members to
come to the classroom for an Family Night
Art Projects
like the one in the book. Have students
1. Billys Papa is an artist who works with
write poems about a family member to
found art. Research the history of found
share during the event. Display students
art and look at examples of other artists
projects about the book all around the
who make found art. Make your own found room.
art piece about any character, idea, or
scene from the book.
2. Create a diorama, or assemblage, of
any scene that you feel was meaningful.
Explain why you picked that scene and use
the book to support your creation of the
details within the diorama.

References & Resources

"Bio and Q&A." Kevin Henkes Official Website. N.p., n.d. Web. 30 June 2014.
http://www.kevinhenkes.com/meet-kevin-henkes/bio/
Cappiello, Mary Ann. "The Year of Billy Miller." The Classroom Bookshelf. Blogspot, 7 Oct.
2013. Web. 30 June 2014.
http://classroombookshelf.blogspot.com/2013/10/the-year-of-billy-miller.html
Geye, Susan. Kevin Henkes: An Author Study. Greenwillow Books, Web. 30 June 2014.
http://www.kevinhenkes.com/wp-content/uploads/2013/07/Year-of-Billy-Miller-TGFINAL4.pdf

14

Smith, Jennifer A. "Kevin Henkes: The Mouse That Roared." Isthmus The Daily Page.
Isthmus, 7 May 2011. Web. 30 June 2014.
http://www.thedailypage.com/isthmus/article.php?article=33012
Stan, Susan. "Wisconsin Authors and Illustrators: Kevin Henkes." Kevin Henkes. CCBC,
1991. Web. 30 June 2014.
https://ccbc.education.wisc.edu/authors/henkes/main.asp

Youtube Videos of Kevin Henkes

Meet Kevin Henkes web video interview with Henkes in which he discusses
his writing process: https://www.youtube.com/watch?v=1svvJgo9LJg
Wisconsin Reflections tv show interview with Henkes sharing about his
process, his background, and his beliefs about literature and children
https://www.youtube.com/watch?v=cA8c3w89hjk
Video interview in which Henkes discusses The Year of Billy Miller
https://www.youtube.com/watch?v=DCkHmWV_kIU

15