Chapter 4 Response

Chapter 4: Picturebooks: Beyond Words and Illustrations

While reading this chapter, I was thinking of all the picture books I read when I was young, and realized how much I love them and how much they have impacted me. The whole role of pictures books is for the student to enjoy a book, while gaining visual literacy and meaning in pictures. The author does not have to tell the whole story, because the pictures show meaning to what the author leaves out. A student can gain critical thinking skills by analyzing a picture to understand what an author means.

There are many categories of picture books including:
Mother goose stories that teach a lesson or moral
Concept books that are informational picture books
Alphabet books that help students connect letters with objects
Counting book that show numbers, calendars, and seasons
Wordless picture books that use solely pictures
Toy books that use flaps, pop ups, and textured pages
Pop-up books that use constant three dimensional structures
Easy to read books that have simple sentences
Picture story books that integrate words and pictures
Postmodern picture books invite the reader to coauthor the text

Selecting the appropriate picture book is similar to every other type of book. The book should be accurate, intriguing, appropriate, engaging, and the illustrations should expand the text. There are many different physical characteristics that accompany a variety of picture books. The size and shape may vary. Historically, a picture book was small enough to find inside a grandmothers pocket. Also, texture of the pages will vary. But, glossy and shiny pages are distracting and not best suited for younger readers/listeners. More roughly textured pages make the book less distracting.

I think that picture books can be incorporated in all grades. Although they may not like to admit it, many high schoolers still reminisce about the picture books they read when they were young. Incorporating them into a lesson can allow the students to relax and enjoy a picture book that may pertain to what they are learning.

Chapter 5 Response

Chapter 5: Traditional Literature

I think it is so cool how traditional literature can come from oral story tellings from thousands of years ago, and no one knows who told it first. Some of these tales include Cinderella, The Three Little Pigs, and Little Red Riding Hood. While many of these tales vary by region of the world, they usually contain the same theme and values. There ate many benefits in children reading or being read traditional folktales. 1)These stories hold a plethora of valuable lessons and all them to understand values of society. 2) Provides students a framework for literature, drama, and art. This helps prepare them for the future in these areas. There are rich plots and story lines in traditional literature, and allowing children to be exposed to them early will help them in the future. 3) Obviously, these tales are fun to read and entertaining to children, or really anyone. 4) There are repetition and patterns displayed in traditional literature tales and helps students to develop their memory and imaginative skills.

I feel like traditional literature tales can be used at any age, not just in young children. I would still enjoy reading any Cinderella story. But, when there are many considerations to consider when providing traditional literature to young students. There may be violence, sexism, stereotypes, and other topics that may not be appropriate for a certain age. It is best to use proper judgment and be sure you pick the proper version. Because, some traditional literature stories may be fine on one version, but completely inappropriate in another.

There are many categories of traditional literature, including: fables, myths, legends, religious stories, tall tales, and folktales (which has multiple subcategories like fairy tales and beast tales). Personally, my favorite categories are folktales and myths. I think a great way to allow students to be involved in their own learning is to provide a lesson on learning about all of these categories, and having the class choose their favorites for choosing a class book to read. I think traditional literature can easily be used as a great discussion starter, or writing prompt. Student's can build on abstract and critical thinking by trying to evaluate hidden meanings in these tales, and comparing them to life today. Students can also write their own versions based on what they think should happen in the story, or using their own culture and life as a guideline.

Chapter 14 Response

Chapter 14: Reading by Children: Independent Reading and Writing and Literature Circles

A students personality goes hand in hand with their motivation and desire to read. It is important, as a teacher, to understand your students literary personalities. I really like the response to a reading inventory survey because the student can express how they feel and what they think about reading. Creating a well-rounded classroom library is essential. I love the idea of continuously collecting books to keep in my future classroom. I remember being able to pick out a book and always finding one I ended up loving. My teachers always had great books in their class libraries. I think keeping a well-stocked classroom library with all of the available genres can help students of all different personalities get excited about reading in class! I also like the suggestions in the book for categorizing classroom book baskets. But, I probably wont need ones such as alphabet books and pop-up books since I hope to teacher at the intermediate level. What really drew my attention was the category for books written by students in the class. That is such a great way for students to be able to share books they write with other students in the class. It would probably be fun to make them anonymous and at the end of the year, guess who wrote each one. 

Independent reading is a crucial and very big step for many students, especially ones who don't enjoy reading. It is important for students new to independent reading to have books that are not too challenging, but not ones they have read over and over. You need to find a book that is "just right" according to the Goldilocks strategy. These books should be something the student is interested in, has the right amount of pages/length, is a favorite author, is at the proper level, the student can read most of the words, is reminds the students of their past, has good pictures/illustrations, and is funny to the student. Students must also learn to think as they read, rather than just reading through the words. Sticky notes are a great way to encourage students to be thinking as they are reading. Other ideas, and one I remember from elementary school, ix reading response journals. Here students should be free to write their ideas, likes, and dislikes about a book they are reading or have read. I think this helps students to learn how to reflect on what they have read. It is best to have a few guidelines for what students should be writing about, while still allowing them to write freely about their thoughts. 

Independent writing is a new process for students in elementary school, too. As a teacher, I think it is important to relate both reading and writing together. Again, when having students work on a writing assignment, it is important to have guidelines, while still allowing them to write freely of their thoughts and ideas. 

Chapter 6 Response

Chapter 6: Modern Fantasy

Modern fantasy is a favorite among many children, and even many adults. This genre of literature can be considered either low fantasy or high fantasy. Low fantasy uses the real world and includes magical elements into the story. An example of this would be Toy Story or Charlotte's Web. As for high fantasy, these stories project into a new world such as in, The Chronicles of Narnia. Modern Fantasy children's books also use folklore elements or well-known traditional tales in them in order to create that magical, yet believable piece of the story. Science fiction may also be included in modern fantasy, too. This encourages the reader to believe the unbelievable because it is based on science facts, with the futuristic or magical element embedded in it. 

There are many benefits to incorporating modern fantasy into curriculum and your student's lives. A modern fantasy book uses metaphors to illustrate the truth about life, which is very important for students to grow up understanding. Many adults say that modern fantasy books provided inspiration, understanding, and motivation for them into adulthood. I think that modern fantasies are great in that they help students understand difficulties in life, without providing it in an unhealthy way. Many modern fantasy books are challenged because of their truthfulness that many parents may not want their children exposed to. I think that everyone is exposed to problems in their life and I think putting it in a sensitive way such as a children's book will help children to understand and accept the problems and difficulties associated with life at an earlier time. Some examples that have been challenged multiple times are the Harry Potter Series and The Giver.

It is really important to evaluate modern fantasy books to make sure they are best suited for your class. The setting should be believable and the plot should have magical elements in it. Also, the behavior of the characters should be consistent and the style must be understandable to the children. Lastly, the theme should be able to be connected to life and the experiences of the reader. This is where getting to know your students can be helpful. Consider the experiences of the students in your class. If a tragedy in the community or there is a certain experience  you think they will all be able to relate to, it would be good to find a book that encourages the understanding of that situation. 

Overall, modern fantasy children's books are a magical experience for children. They learn about the truth of life while reading a magical story that brings them into the story enough for them to believe it. These books can easily be incorporated with other subjects like history and science so students can have a fun story associated with their lesson. I think reading a modern fantasy related with a history lesson will help the students get more motivated and interested in what they will be learning.

Chapter 8 Response

Chapter 8: Historical Fiction

I think historical fiction can be easily confused. It is not fantasy, realistic fiction, or non-fiction, like many people may believe. Historical fiction is a fictional, or partly fictional story that uses historical facts for the plot, setting, time frame, etc. Historical fiction children's books are also not a textbook, but can pair well with history and language arts lessons. Three characteristics for creating a successful historical fiction children's book are: 

1. Setting is authentic

2. Characteristics of the book could have, or did exist

3. Plot is believable, if not real

These characteristics must develop a plot and story where there may be fictional characters, but there is truth behind the setting, the culture, the event, etc. A historical fiction book will be a balance of a fictional story, combined with known facts. These are crucial considerations when deciding on a book to include in your classroom. When evaluating these books, you should consider the strength of the character development, credibility of the plot, effectiveness of the writing style, setting, and how relevant the theme is. 

There are many benefits to including historical fiction children's books in your curriculum. These books can help students to broaden their perspectives and develop a sense of life within a historical, and truthful, setting. Also students can further develop an understanding of how past and present and linked. There are many categories to explore and I think allowing students to choose the category that interests them most can help create an engaging classroom.

Chapter 7 Response

CHAPTER 7: Realistic Fiction

I never realized there were so many sub categories to realistic fiction children's books. These categories include mystery, survival/adventure, humor, animals, sports, family, and growing up. Realistic fiction gives the sense that the books components are plausible. I always loved reading realistic fiction books growing up because you can actually put yourself in a situation and become a part of the book.  There are many benefits to incorporating realistic fiction in curriculum because the stories can give students a more in depth understanding on real problems and allow them to see the world from different perspectives. But, the books should portray life in all of its contexts such as its many ups and downs. Realistic fiction books can also be incorporated in to all subjects and students can make connections across curriculum. 

One of the major difficulties of realistic fiction is evaluating and selecting a book. There are many sensitive issues associated with realistic fiction such as death, divorce, kidnapping, abuse, adultery, etc. Some of the evaluation criteria that should be focused on is characterization, setting, plot, theme, and style. As a teacher, I think you should learn about your students before incorporating a realistic fiction book in order to choose one they will most likely relate to. 

I love the quote James McCosh, "one should not read a book that thinks for you, but one that makes you think." Books should always get your brain working and create thought. Realistic fiction books do this in a variety of ways by using realistic situations to tell a story that students can evaluate based on their own experiences, as well as what they have read in the book.

Chapter 10 Response

Chapter 10: Nonfiction: Biographies and Informational Books

Non-fiction books are considered to be "literature of fact". These books incorporate information and biographies that are based on truth and fact. I can only imagine many students find stories like these boring, so it is important for the books to have an intriguing quality and "enchant" the students. But, these books are very beneficial to students because they give them insight to the real social and scientific world as well as providing interesting and factual matter that will help them succeed in the future. Actually, it is very surprising to me that students generally prefer non-fiction books, especially boys. For teachers, it is important to select interesting and quality non-fiction books. The topic should have been well researched by the author to provide the most accurate information. The last thing you want is for your students to be reading false information about Abraham Lincoln or Benjamin Franklin! There are also books that use fiction to portray and non-fiction topic such as a war. 

Biographies are another way for a book to intrigue and explore a factual topic. I think biographies are a great way for students to see the progression of real life, how people can overcome challenges, and how people reach their goals and dreams. It is also crucial to evaluate a biography before presenting it to your students. Some elements for evaluating a biography are: setting, plot, characters, style, theme, and accuracy. 

Informational books that teach students facts come in a variety of topics ranging from language to science to philosophy. Evaluating these books is also important to determine whether they are good enough for your students to learn by. The elements to evaluate them are: organization, style, design/illustrations, and accuracy. Just like biographies, your students should be gaining accurate information that they can build on in their academic future. 

I like that the book suggests that you do not need to read the whole book to the students, but perhaps a chapter. So, if your class is studying a period of time while John F. Kennedy was President, only his 2 years of presidency really needs to be read. A brief overview of his past would be enough, rather than reading all the chapters before he was elected. 

Having students make a connection to a subject they are learning with a non-fiction book they are reading is a great way for them to further understand the subject. For example, if the class is learning about the solar system, a book they choose about the solar system with pictures and interesting facts may be a great addition to the lesson plan. All in all, incorporating non-fiction books with real curriculum helps students to increase their reading skills while learning factual information.

Chapter 11 Response

Chapter 11: Diverse Perspectives in Children's Literature

In the United States today, diverse cultures are everywhere, including schools. Student's will interact with more cultures than ever before, and it is now a crucial topic for teachers to address. There is diversity in culture, language, religion, social class, age, exceptionality, and family structure and no two students are the same. Even in the same family, birth order can come into play. It is very important for teachers to acknowledge and accommodate to this variety of students. A major con to the increase in diversity in the U.S. is that many of these students will face discrimination and may obtain inferior education. Wealthy schools can afford to integrate technology and high quality teachers, while counties of high poverty rates can only afford minimal educational resources.

Discrimination and cultural differences among students can be alleviated if multicultural literature is included in the classroom. Adding this component to curriculum allows students to learn about diverse cultures and promote inquiry of these cultures. All of these different forms of diversity can be found in many children's books. The difficulty is choosing. As a teacher, you need to analyze the books to be sure they are appropriate. Some important things to look at when choosing a book are the illustrations, the story line, the characters' lives, the relationships between people, the roles of the models and heros, author's background, the language and the copyright dates. One way to incorporate a variety of roles of a culture is by choosing a variety of books. Many books can come from other countries as well. I think it is important to let students know this so they see that people in other countries are all just like us in many ways. Translated text can also be used to show the differences in culture, as well.

Chapter 12 Response

CHAPTER 12: The World of Online Children's Literature

Children now are way more adapted to the use of technology as a learning tool than even myself. I remember the long loading page times, the limited use of a computer, and not ever hearing the term smartboard, laptop, or memory card. Now that technology is a major component in today's classroom, it is important for the modern teacher to know them and include them in the classroom. Now teachers must help to prepare their students for the modern world where they must develop proficiency in technology. This means incorporating digital tools into lesson plans.

The internet provides virtually every children's book made where students can now access them either in their traditional form, or in a new interactive way such as online read alouds interactive storybooks, and virtual meet the authors.There are many author websites where student's can look up their favorite authors, see more books they wrote, and learn more about the book.  Through these outlets, students can discover much more about their favorite book than previously possible.

It iss extremely important for students to learn how to do their own research online as it will be important for their studies in the future. I really like the search strategy proposed in the book.

Set a purpose for searching
Employ effective search strategies
Analyze search engine results
Read critically and synthesize information
Cite your sources
How successful was your search?

Through this process of searching, students gain critical thinking skills, while having fun looking up something interesting to them. It is important for the teacher to analyze websites for the students, too, to make sure they are kid user-friendly and be sure it is safe and credible information.

Online discussions, blogs and wikis are a way for students to reflect and discuss their readings in a virtual way using modern digital media. While it is important to still use group and class discussions, when a lesson is coming to an end, the students can use a blog or online discussion to share their final thoughts. Or, it can be used as the lesson persists so the students ideas are continuously logged.

Chapter 13 Response

CHAPTER 13: Reading to and with Children

The importance of reading aloud to students of all ages is stressed greatly in this chapter. According to the chapter, there a variety of benefits in reading aloud with students. Some of these benefits include: increased motivation and positive attitude toward reading, language and literacy development, and vocabulary development. I think many teachers may lack the understanding of this significance. Of course, silent reading is always important, but reading aloud and making a book come alive holds a student's interest much more. I can remember when I was a student, even in high school while reading Of Mice and Men, having my teacher's read aloud to the class was always a highlight of the class period. I was much more interested in the story and found that I learned about the art of literature much better. 

Knowing exactly when to read aloud and with what topic can sometimes be tricky. So, it is important for the teacher to get to know their students and learn their interests and how they respond to different topics. For example, if you are teaching a dull topic, it may be useful to include a read aloud about it in order to keep the focus of the students. There are also many things to know about how to read aloud that should be considered before the actual read aloud. The teacher should know the story and what voice to use during different parts of the story. They should also have think aloud prompts thought up for the students to do. 

Shared reading and guided reading can be conducted as a way for both teacher and student to be involved with the reading. Shared reading provides the opportunity for both teacher and student to read aloud collaboratively, thus creating a more engaging environment for the student where they are more active in the read aloud. The teacher should select an engaging book and choose questions to ask prior to the lesson. It is also important to be sure all students can see and hear so that everyone can be properly involved. As for guided practice, students are able to apply reading strategies on their own, reading in groups with books of their interest level. Guided reading allows scaffolding in the classroom where teachers can observe and discuss a student's reading skills, while they learn on their own, as well. 

Working through all of these reading levels are an important component to student learning skills in literature. I feel there should always be a mix of reading to learners, reading with learners, and independent reading practice.

Introduction

ABOUT ME

I am currently a senior at FGCU and transferred here last year from FSU. My major is Child and Youth Studies and I will be graduating in Fall 2013. I transferred because I could not find a major I loved at FSU and I changed my major way too many times. When I decided to transfer I also found my desire to become a pediatric nurse. But, I still had so many prerequisites to complete before I applied for nursing school. So, I decided that while I was taking the prerequisites I would obtain a bachelors degree that would be useful in the future. I have always wanted to work with children and realized that Child and Youth Studies would prepare me well for becoming a pediatric nurse. Since I chose this major a little later, this is only my second semester of education classes at FGCU.

I am originally from Davie/Cooper City area in Broward County where I am currently living and commuting once a week to Fort Myers. I work as a waitress at a restaurant called Smokey Bones when I am not in classes or doing work for school. I do not have much experience with children in the education setting aside from observation assignments, but I did volunteer as a cheerleading coach in my hometown through out high school. I worked with children ages 6-13 for about 10 hours each week, so I definitely gained experience in learning the pros and cons of working with children.

As for my family, I live with my parents in Cooper City. My mom was always involved in PTA and yearbook staff when I was young, and I think that experience has shown me how important it is for students to have their parents involved in their school. Also, I have a younger brother who is a sophomore and attends FGCU, and a sister who will be graduating from high school this year! My boyfriend, who I have been dating since my freshman year of high school, is a student at FGCU, as well, and will soon get his degree in Forensic Studies.

 JOURNEY TO TEACHING

Growing up I always wanted to be a teacher. I think that had to do with the fact that I had such incredible elementary school teachers and I wanted to be just like them. My teachers in elementary school taught me everything I could have needed and always encouraged me to do my best. And, I always wanted to be that person to someone else. But, once I reached high school, I also developed a passion for the medical field and health. When I first reached college, I went back and forth between education, athletic training, sports management, and public health. And, then before I transferred here to FGCU, I decided to blend those two passions into my perfect future career, pediatric nursing.

For the purpose of these education classes, I like to think about what grade I would want to teach and what I would do in my classroom so I can get the most out of what I am being taught. I am glad I will be getting a degree in an educational field so that if I change my mind, I am able to still have a career in something that I love. I have such a passion for working with children and being able to witness them growing. I can only imagine that knowing you have made an influence on their life must be the most rewarding feeling in the world.