Thursday, January 31, 2013

Chapter 7 Post

Chapter 7 response:

                Chapter seven really captures how important it is for students to be read two. Page 180 of the text stuck out to me in the following ways:
“Helping children think about texts is an essential to the teaching of reading as it is to the whole of our lives, and the most powerful way to teach this kind of thinking is through book talks based on read-aloud books.” (Lucy Calkins, 2001).
1)      Relating this quote to my personal intern teaching experiences really helps to liven up the students and show them how reading can be a great excitement. I have tried guided, and out loud readings twice in the first two weeks of my internship. Incorporating realistic fiction in the classroom allows the students to make the onnection to real life situations. It is incredible to see their faces as they follow characters in the reading and see them going through experiences that the children might one day happen to them.
Part two of the section Special Topic: Perspectives on Censorship was very interesting to me. It was interesting because it talked about a topic I have never read of before. Censorship in the classroom is a very sensitive subject. From reading this section, pg.190, I learned that individuals have the right to challenge the school board or library trustees. I found that through these challenges, books can get removed from the curriculum.

 Additional link: Library Books Banned?c

                With further reading, I found a list of books that have been banned from curriculums. Some of these books include: The Adventures of Huckleberry Film, Of Mice and Men, The Giver, and The Catcher in the Rye. Growing up, these were classics of literature that were read and discussed in the classrooms. I understand that parents and other individuals can have opinions, it is just upsetting to me that the students will be unable to enjoy these great works.
On another note, being a future ESE teacher, I have wanted to list of realistic fiction picture books. These are great additions to have in your classroom library and are directly from Chapter 7, pg.201.
1)      All the World, by Liz Scanlon, (2009). This book illustrates the importance of small and large things in our world. The book beautifully opens up important classroom discussion.
2)      Flower Garden, by Eve Bunting, (1994). This book illustrates an important family connection from father to daughter.
3)      Fred Strays with me!, by Nancy Coffelt, (2007). This book illustrates living in two homes, one with mother and one with father. This is something half of the students in the classroom can relate to and help to increase a safe classroom environment where the students feel safe.
4)      Nana Upstairs and Nana Downstairs, by Tomie DePola,(1973). This book illustrates three generations of family and shows how the main character has to learn about death. This is also very relatable to students in our classrooms. The students are at ages where they have to face the same thing, and sharing this story may in the end help the children mourn.
5)      The Old Woman Who Named Things, by Cynthia Rylant, (1996). This book illustrates again that life is fragile and each day is a gift.
6)      Pictures from Our Vacation, by Lynne Perkins, (2007). This book illustrates that joys, like a family vacation, are best when recorded so the memories can be relived again.
7)      The Relatives Came by Cynthia Rylant, (1985). This book illustrates a family reunion.
8)      Shortcute, by Donald Crews, (1992). This book illustrates adventure, where children take a trip off the beaten path and explore many great excitements and dangers along the way.
9)      Weslandia, by Paul Fleichman, (1999). This book illustrates crop production in the form of having a garden, and all the wealth that comes to the family from the abundance from their garden.
10)   Wilfred Gordon McDonald Patridge, by Mem Fox, (1985). This book illustrates the tie of two boys and their friendship. It explores the emotion of empathy, and shows the bond between two friends.
                

Thursday, January 24, 2013

Chapter 11- Diverse Perspectives in Children's Literature

Chapter 11- Diverse Perspectives in Children's Literature-

 

First and Foremost lets take a minute to think about the diversity here in our SW Florida schools. 

It is incredible to see the different cultures in our classrooms. This chapter discusses schooling and its different perspectives in children's literature. What is that? The definition of perspective is:  The ability to perceive things in their actual interrelations or comparative importance: tried to keep my perspective throughout the crisis. 

When teaching in our classrooms, we have to be flexible to students different perspectives. In my opinion, it is very hard for a student to be completely wrong answering a open ended question, due to the students different and diverse perspectives. As we know, diversity means "to see other cultures and life experiences" Pg. 305, text. 

Multicultural text is very important in the classroom. The need for multicultural literature, pg.265, text, allows us to better understand the United States as a nation. It is very important to incorporate literature in our classrooms that deal with different nationalities and cultures. To read about a Hispanic family and their lives, puts us in a place where we can be sympathetic to others and their experiences. This is important because it is a way that we can have our students connect with one another in our classrooms. 

What caught my eye in this chapter was the different categories of Multi Cultural Literature on pg.311 of the text. The text defines these categories as follows:

Culturally neutral- Books that include culturally diverse characters, but topics are not related.
Culturally generic- Books that focus on diverse characters but also include different cultures from the larger American culture.
Culturally specific- Books that incorporate specific, culturally authentic details that define the characters, plots and themes. 

These books go from neutral to specific on a spectrum of general to specific. What I learned in studying about these different focused books is that the full range of books in the classroom is necessary, because the different ranges in books offer a different spin, and emphasis of the different cultures.

Above is a short video example of the bonus that the students get in learning by teaching diversity through children's literature in the classroom. I would use videos like this and the following: http://www.youtube.com/watch?v=_A5V0w0TMCI
http://www.youtube.com/watch?v=AU4uWL9qXLc
as a segway to reading and talking about different cultures and the diversity in the area in which we live. I think it is a great way to introduce a unit, connecting to the different ways the literature can be interpreted as well as discuss the different views from different readers.

To further study about the different perspectives in children's literature, I have incorporated some great print resources to follow:

Ada,A. (2003). A magival encounter: Latino children's literature in the classroom (2nd ed.). New York: Allyn& Bacon.

Bishop,R. (2007). Free within ourselves: The development of African American children's literature. Portsmouth, NH: Heinemann.

Bothelho,M., & Rudman, M.(2009). Critical Multicultural analysis of children's literature: Mirrors, windows, and doors. New York: Routledge.

Cowhey,M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Portland, ME: Stenhouse.

Day,F. (2000). Lesbian and gay voices: an annotated bibliography and guide to literature for children and young adults. Westport, CT: Greenwood Press. 

Dozier, C., Johnston, P., & Rogers, R. (2006). Critical literacy, critical teaching: Tools for preparing responsive teachers. New York: Teachers College Press.

Dyches, T. (2008). Teaching about disabilities through children's literature. Westport, CT: Greenwood Press.

Gebel,D. (2006). Crossing boundaries with children's books. Lanham, MD: Scarecrow Press.

Henderson, D., & May, J. (2005). Exploring culturally diverse literature for children and adults: Learning to listen in new ways. Boston: Pearson.

Reis,S. (2002). Book bridges for ESL students: Using young adult and children's literature to teach ESL. Lanhan, MD: Scarecrow Press.

Favorite Reads

The follow list illustrates some of my favorite personal reads. I will give you the name, author and a summary to follow if you are interested. I will  update this page periodically adding new books and new information.


  • Plot Overview- The Great Gatsby  -F.Scott Fitzgerald 

    Nick Carraway, a young man from Minnesota, moves to New York in the summer of 1922 to learn about the bond business. He rents a house in the West Egg district of Long Island, a wealthy but unfashionable area populated by the new rich, a group who have made their fortunes too recently to have established social connections and who are prone to garish displays of wealth. Nick’s next-door neighbor in West Egg is a mysterious man named Jay Gatsby, who lives in a gigantic Gothic mansion and throws extravagant parties every Saturday night.
    TheGreatGatsby.jpg

    Nick is unlike the other inhabitants of West Egg—he was educated at Yale and has social connections in East Egg, a fashionable area of Long Island home to the established upper class. Nick drives out to East Egg one evening for dinner with his cousin, Daisy Buchanan, and her husband, Tom, an erstwhile classmate of Nick’s at Yale. Daisy and Tom introduce Nick to Jordan Baker, a beautiful, cynical young woman with whom Nick begins a romantic relationship. Nick also learns a bit about Daisy and Tom’s marriage: Jordan tells him that Tom has a lover, Myrtle Wilson, who lives in the valley of ashes, a gray industrial dumping ground between West Egg and New York City. Not long after this revelation, Nick travels to New York City with Tom and Myrtle. At a vulgar, gaudy party in the apartment that Tom keeps for the affair, Myrtle begins to taunt Tom about Daisy, and Tom responds by breaking her nose.
    As the summer progresses, Nick eventually garners an invitation to one of Gatsby’s legendary parties. He encounters Jordan Baker at the party, and they meet Gatsby himself, a surprisingly young man who affects an English accent, has a remarkable smile, and calls everyone “old sport.” Gatsby asks to speak to Jordan alone, and, through Jordan, Nick later learns more about his mysterious neighbor. Gatsby tells Jordan that he knew Daisy in Louisville in 1917 and is deeply in love with her. He spends many nights staring at the green light at the end of her dock, across the bay from his mansion. Gatsby’s extravagant lifestyle and wild parties are simply an attempt to impress Daisy. Gatsby now wants Nick to arrange a reunion between himself and Daisy, but he is afraid that Daisy will refuse to see him if she knows that he still loves her. Nick invites Daisy to have tea at his house, without telling her that Gatsby will also be there. After an initially awkward reunion, Gatsby and Daisy reestablish their connection. Their love rekindled, they begin an affair.

    After a short time, Tom grows increasingly suspicious of his wife’s relationship with Gatsby. At a luncheon at the Buchanans’ house, Gatsby stares at Daisy with such undisguised passion that Tom realizes Gatsby is in love with her. Though Tom is himself involved in an extramarital affair, he is deeply outraged by the thought that his wife could be unfaithful to him. He forces the group to drive into New York City, where he confronts Gatsby in a suite at the Plaza Hotel. Tom asserts that he and Daisy have a history that Gatsby could never understand, and he announces to his wife that Gatsby is a criminal—his fortune comes from bootlegging alcohol and other illegal activities. Daisy realizes that her allegiance is to Tom, and Tom contemptuously sends her back to East Egg with Gatsby, attempting to prove that Gatsby cannot hurt him.
    When Nick, Jordan, and Tom drive through the valley of ashes, however, they discover that Gatsby’s car has struck and killed Myrtle, Tom’s lover. They rush back to Long Island, where Nick learns from Gatsby that Daisy was driving the car when it struck Myrtle, but that Gatsby intends to take the blame. The next day, Tom tells Myrtle’s husband, George, that Gatsby was the driver of the car. George, who has leapt to the conclusion that the driver of the car that killed Myrtle must have been her lover, finds Gatsby in the pool at his mansion and shoots him dead. He then fatally shoots himself.
    Nick stages a small funeral for Gatsby, ends his relationship with Jordan, and moves back to the Midwest to escape the disgust he feels for the people surrounding Gatsby’s life and for the emptiness and moral decay of life among the wealthy on the East Coast. Nick reflects that just as Gatsby’s dream of Daisy was corrupted by money and dishonesty, the American dream of happiness and individualism has disintegrated into the mere pursuit of wealth. Though Gatsby’s power to transform his dreams into reality is what makes him “great,” Nick reflects that the era of dreaming—both Gatsby’s dream and the American dream—is over.




    Plot Overview- Of Mice and Men- John Steinbeck

    Two migrant workers, George and Lennie, have been let off a bus miles away from the California farm where they are due to start work. George is a small, dark man with “sharp, strong features.” Lennie, his companion, is his opposite, a giant of a man with a “shapeless” face. Overcome with thirst, the two stop in a clearing by a pool and decide to camp for the night. As the two converse, it becomes clear that Lennie has a mild mental disability, and is deeply devoted to George and dependent upon him for protection and guidance. George finds that Lennie, who loves petting soft things but often accidentally kills them, has been carrying and stroking a dead mouse. George angrily throws it away, fearing that Lennie might catch a disease from the dead animal. George complains loudly that his life would be easier without having to care for Lennie, but the reader senses that their friendship and devotion is mutual. He and Lennie share a dream of buying their own piece of land, farming it, and, much to Lennie’s delight, keeping rabbits. George ends the night by treating Lennie to the story he often tells him about what life will be like in such an idyllic place.
    The next day, the men report to the nearby ranch. George, fearing how the boss will react to Lennie, insists that he’ll do all the talking. He lies, explaining that they travel together because they are cousins and that a horse kicked Lennie in the head when he was a child. They are hired. They meet Candy, an old “swamper,” or handyman, with a missing hand and an ancient dog, and Curley, the boss’s mean-spirited son. Curley is newly married, possessive of his flirtatious wife, and full of jealous suspicion. Once George and Lennie are alone in the bunkhouse, Curley’s wife appears and flirts with them. Lennie thinks she is “purty,” but George, sensing the trouble that could come from tangling with this woman and her husband, warns Lennie to stay away from her. Soon, the ranch-hands return from the fields for lunch, and George and Lennie meet Slim, the skilled mule driver who wields great authority on the ranch. Slim comments on the rarity of friendship like that between George and Lennie. Carlson, another ranch-hand, suggests that since Slim’s dog has just given birth, they should offer a puppy to Candy and shoot Candy’s old, good-for-nothing dog.
    The next day, George confides in Slim that he and Lennie are not cousins, but have been friends since childhood. He tells how Lennie has often gotten them into trouble. For instance, they were forced to flee their last job because Lennie tried to touch a woman’s dress and was accused of rape. Slim agrees to give Lennie one of his puppies, and Carlson continues to badger Candy to kill his old dog. When Slim agrees with Carlson, saying that death would be a welcome relief to the suffering animal, Candy gives in. Carlson, before leading the dog outside, promises to do the job painlessly.
    Slim goes to the barn to do some work, and Curley, who is maniacally searching for his wife, heads to the barn to accost Slim. Candy overhears George and Lennie discussing their plans to buy land, and offers his life’s savings if they will let him live there too. The three make a pact to let no one else know of their plan. Slim returns to the bunkhouse, berating Curley for his suspicions. Curley, searching for an easy target for his anger, finds Lennie and picks a fight with him. Lennie crushes Curley’s hand in the altercation. Slim warns Curley that if he tries to get George and Lennie fired, he will be the laughingstock of the farm.
    The next night, most of the men go to the local brothel. Lennie is left with Crooks, the lonely, black stable-hand, and Candy. Curley’s wife flirts with them, refusing to leave until the other men come home. She notices the cuts on Lennie’s face and suspects that he, and not a piece of machinery as Curley claimed, is responsible for hurting her husband. This thought amuses her. The next day, Lennie accidentally kills his puppy in the barn. Curley’s wife enters and consoles him. She admits that life with Curley is a disappointment, and wishes that she had followed her dream of becoming a movie star. Lennie tells her that he loves petting soft things, and she offers to let him feel her hair. When he grabs too tightly, she cries out. In his attempt to silence her, he accidentally breaks her neck.
    Lennie flees back to a pool of the Salinas River that George had designated as a meeting place should either of them get into trouble. As the men back at the ranch discover what has happened and gather together a lynch party, George joins Lennie. Much to Lennie’s surprise, George is not mad at him for doing “a bad thing.” George begins to tell Lennie the story of the farm they will have together. As he describes the rabbits that Lennie will tend, the sound of the approaching lynch party grows louder. George shoots his friend in the back of the head.
    When the other men arrive, George lets them believe that Lennie had the gun, and George wrestled it away from him and shot him. Only Slim understands what has really happened, that George has killed his friend out of mercy. Slim consolingly leads him away, and the other men, completely puzzled, watch them leave.


    Plot Overview- Pride and Prejudice- Jane Austin


    The news that a wealthy young gentleman named Charles Bingley has rented the manor of Netherfield Park causes a great stir in the nearby village of Longbourn, especially in the Bennet household. The Bennets have five unmarried daughters—from oldest to youngest, Jane, Elizabeth, Mary, Kitty, and Lydia—and Mrs. Bennet is desperate to see them all married. After Mr. Bennet pays a social visit to Mr. Bingley, the Bennets attend a ball at which Mr. Bingley is present. He is taken with Jane and spends much of the evening dancing with her. His close friend, Mr. Darcy, is less pleased with the evening and haughtily refuses to dance with Elizabeth, which makes everyone view him as arrogant and obnoxious.
    At social functions over subsequent weeks, however, Mr. Darcy finds himself increasingly attracted to Elizabeth’s charm and intelligence. Jane’s friendship with Mr. Bingley also continues to burgeon, and Jane pays a visit to the Bingley mansion. On her journey to the house she is caught in a downpour and catches ill, forcing her to stay at Netherfield for several days. In order to tend to Jane, Elizabeth hikes through muddy fields and arrives with a spattered dress, much to the disdain of the snobbish Miss Bingley, Charles Bingley’s sister. Miss Bingley’s spite only increases when she notices that Darcy, whom she is pursuing, pays quite a bit of attention to Elizabeth.
    When Elizabeth and Jane return home, they find Mr. Collins visiting their household. Mr. Collins is a young clergyman who stands to inherit Mr. Bennet’s property, which has been “entailed,” meaning that it can only be passed down to male heirs. Mr. Collins is a pompous fool, though he is quite enthralled by the Bennet girls. Shortly after his arrival, he makes a proposal of marriage to Elizabeth. She turns him down, wounding his pride. Meanwhile, the Bennet girls have become friendly with militia officers stationed in a nearby town. Among them is Wickham, a handsome young soldier who is friendly toward Elizabeth and tells her how Darcy cruelly cheated him out of an inheritance.
    At the beginning of winter, the Bingleys and Darcy leave Netherfield and return to London, much to Jane’s dismay. A further shock arrives with the news that Mr. Collins has become engaged to Charlotte Lucas, Elizabeth’s best friend and the poor daughter of a local knight. Charlotte explains to Elizabeth that she is getting older and needs the match for financial reasons. Charlotte and Mr. Collins get married and Elizabeth promises to visit them at their new home. As winter progresses, Jane visits the city to see friends (hoping also that she might see Mr. Bingley). However, Miss Bingley visits her and behaves rudely, while Mr. Bingley fails to visit her at all. The marriage prospects for the Bennet girls appear bleak.
    That spring, Elizabeth visits Charlotte, who now lives near the home of Mr. Collins’s patron, Lady Catherine de Bourgh, who is also Darcy’s aunt. Darcy calls on Lady Catherine and encounters Elizabeth, whose presence leads him to make a number of visits to the Collins’s home, where she is staying. One day, he makes a shocking proposal of marriage, which Elizabeth quickly refuses. She tells Darcy that she considers him arrogant and unpleasant, then scolds him for steering Bingley away from Jane and disinheriting Wickham. Darcy leaves her but shortly thereafter delivers a letter to her. In this letter, he admits that he urged Bingley to distance himself from Jane, but claims he did so only because he thought their romance was not serious. As for Wickham, he informs Elizabeth that the young officer is a liar and that the real cause of their disagreement was Wickham’s attempt to elope with his young sister, Georgiana Darcy.
    This letter causes Elizabeth to reevaluate her feelings about Darcy. She returns home and acts coldly toward Wickham. The militia is leaving town, which makes the younger, rather man-crazy Bennet girls distraught. Lydia manages to obtain permission from her father to spend the summer with an old colonel in Brighton, where Wickham’s regiment will be stationed. With the arrival of June, Elizabeth goes on another journey, this time with the Gardiners, who are relatives of the Bennets. The trip takes her to the North and eventually to the neighborhood of Pemberley, Darcy’s estate. She visits Pemberley, after making sure that Darcy is away, and delights in the building and grounds, while hearing from Darcy’s servants that he is a wonderful, generous master. Suddenly, Darcy arrives and behaves cordially toward her. Making no mention of his proposal, he entertains the Gardiners and invites Elizabeth to meet his sister.
    Shortly thereafter, however, a letter arrives from home, telling Elizabeth that Lydia has eloped with Wickham and that the couple is nowhere to be found, which suggests that they may be living together out of wedlock. Fearful of the disgrace such a situation would bring on her entire family, Elizabeth hastens home. Mr. Gardiner and Mr. Bennet go off to search for Lydia, but Mr. Bennet eventually returns home empty-handed. Just when all hope seems lost, a letter comes from Mr. Gardiner saying that the couple has been found and that Wickham has agreed to marry Lydia in exchange for an annual income. The Bennets are convinced that Mr. Gardiner has paid off Wickham, but Elizabeth learns that the source of the money, and of her family’s salvation, was none other than Darcy.
    Now married, Wickham and Lydia return to Longbourn briefly, where Mr. Bennet treats them coldly. They then depart for Wickham’s new assignment in the North of England. Shortly thereafter, Bingley returns to Netherfield and resumes his courtship of Jane. Darcy goes to stay with him and pays visits to the Bennets but makes no mention of his desire to marry Elizabeth. Bingley, on the other hand, presses his suit and proposes to Jane, to the delight of everyone but Bingley’s haughty sister. While the family celebrates, Lady Catherine de Bourgh pays a visit to Longbourn. She corners Elizabeth and says that she has heard that Darcy, her nephew, is planning to marry her. Since she considers a Bennet an unsuitable match for a Darcy, Lady Catherine demands that Elizabeth promise to refuse him. Elizabeth spiritedly refuses, saying she is not engaged to Darcy, but she will not promise anything against her own happiness. A little later, Elizabeth and Darcy go out walking together and he tells her that his feelings have not altered since the spring. She tenderly accepts his proposal, and both Jane and Elizabeth are married.

Monday, January 21, 2013

Chapter 12- Student Activities

Student Activities that caught my eye:

Cinderella Around the World: pg. 365, The Joy of Children's Literature
This internet activity features multicultural literature as an avenue for reader response and curriculum-based activities.
Why I like this activity:
This internet journey connects students through a common like, which in this case is fairy tales. I would use this type of activity in the second or third grade. In both second and third grade, students are still into fairy tales and their imaginations are running wild. Seeing pictures of children and other books on a webpage sparks creativity in the young students.

This would be a great independent practice for students to do three at a time on the classroom computers.


The Teachers Voice: Henry's Freedom Box: pg.373, The Joy of Children's Literature
This activity, intended for fourth grade, encompasses many facets for students learning. First, we have a story of a boy, who is the same age as the students in the class. When students can identify with a character by age, their interest in the story rises. This connectivity to the literature expands the students minds and allows them to be a part of the learning experience. Henry's Freedom Box, is significant because it is set to teach about the Underground Railroad, and is a true story.

I would use this online digital book during Black History month, as well as a free read for the students.

Sunday, January 20, 2013

Part 2- Chapter 12- Response



Part 2 Chapter 12 Response:

In regards to number 3 Ch.12 about new literacy, I have found three works in the Visual Discussion section of Chapter 12 that really interests me:

The Voice that challenged a nation: Marian Anderson and the Struggle For Equal Rights:

This work is written by Russel Freedman and has won the 2005 Sibert Medal for Outstanding Informational Book. The book is a biography that captures the essence of Marian Anderson. Her career changed drastically through the time of 1930.

I would use this book in my classroom if I were teaching at the Middle School Level. The reality of the biography and the quotations throughout the book captures life flawlessly.


Also for the Middle School Grades:
The Game of Silence by Louise Erdrich. It is a book that captures both everyday life and devastating effects of the Westward Expansion.
This novel teaches the rich culture and traditions, language and values of their journey through Ojibwa.

Because my degree is in Special Education and early childhood, I found the Higher of Power of Lucky, by Susan Patron, winner of the 2007 Newbery Medal fascinating. The characters develop beautifully in this book, teaching self-discovery, worthiness, and togetherness.

Online Resources Chapter 13

ONLINE RESOURCES CHAPTER 13

Mem Fox: And Do It Like This: http://www.memfox.com/reading-magic-intro

Jim Trelease on Reading: http://www.trelease-on-reading.com

Reading Rockets: Reading Aloud: http://www.readingrockets.org/atoz/reading_aloud

Reading Is Fundamental: Reading Aloud: http://rif.org/parents/readingaloud/default.mspx

Literacy Connections: Reading Aloud: http://literacyconnections.com/ReadingAloud.php

The National Writing Project: Mentor Texts: http://iuswp.com/mentor-texts


Chapter 12-Creating a Classrom

WEBSITES FOR CREATING A CLASSROOM:

The exquisite Course Adventure:
http://www.read.gov/exquisite-corpse

Brothers of the Night:
http://www.kennedy-center.org/miltimedia/storytimeonline

Giggle Poetry: 
http://www.gigglepoetry.com

The Tale of Peter Rabbit:
http://wiredforbooks.org/kids.htm

CHAPTER 12-TECHNOLOGY RESOURCES FOR TEACHING CHILDREN'S LITERATURE

Integrating Literacy and Technology in the Classroom:
(Resources)

Center for Applied Special Technology (CAST)- http://www.cast.org

Integrating Literacy and Technology in the Curriculum- http://www.reading.org/General/AboutIRA/PositionStatements/21stLiteracies.aspx

The International Reading Association's Resources in Technology- http://www.reading.org/Resources/Resourcesbytopic/Technology/Resoursces.aspx

The Literacy Project-http://www.google.com/literacy

Literacy and Technology Integration-http://www.literacy.uconn.edu/littech.htm

100 Great Blogs That Youngster Writers Should Read- http://www.onlinedesgreeshub.com/blog/2009/100-great-blogs-that-young-writers-should-read/

Chapter 12- Top 10

1) Http://www.ala.org

2) http://www.csusm.edu/cbs

3) http://www.education.wisc.edu/ccbc/books/default.asp

4) http://www.dawcl.com

5) http://www.multiculturalchildrenslit.com

6) http://www.readkiddoread.com

7) http://www.poetry-foundation.org/programs/children.html

8) http://www.red.gov

9) http://www.readingrockets.org

10) http://www.readwritethink.org

Chapter 13

Chapter 13 Summary:

"Daily reading aloud from enjoyable books has been the key to unlocked literacy growth." Tunnel and Jacobs (1999).

The first thought I had after reading this section was how great it would be for my classroom students to want to read out loud. These read alouds, or guided readings give the students a change to not only learn to listen, they eventually help students read in front of a class themselves. Reading out load really helps students to gain confidence.

Pg. 388 of the chapter lists a variety of ways reading a loud helps the students development of literacy and literacy knowledge. I have listed  the benefit that stands out to me most in the list. It is as follows:

Reading aloud does all of the following: ~Builds interest in language and provides models of language use. 
Wow! How wonderful is this. At Naples High, where I intern this semester, I have eight students in my classroom that are ELL's. Three of which have no ability to read or speak English. Reading aloud to the class not only helps the other members to succeed, but also provides this amazing model for ELL students. Hearing the language spoken and following along with a text is a great way to help build language for the student

The next section in this reading goes into detail about  the "Think Aloud." "Think alouds allow all students to hear how others sleuth out and make sense of all these text clues so they they can recognize and adopt these strategies as their own." Wilhelm (2001).


So why is all this important?

These reading techniques teach students to grow. Reading aloud and thinking aloud guides the students to develop further their abilities to read, and their abilities to think. Creating the language to share with others is a product of reading aloud. Making inferences that are in line with the text is a product of thinking aloud. 

All of the techniques in this chapter are important to implement whenever students show a need for it. "The decision of when or how often to meet with guided reading groups should be based on students' needs." Pg.406. The reading and writing out loud are effective strategies teachers can use to address many different needs of each of their students so that all kids can share in the joy of children's literature." P.407.

Chapter 13 Response:

As mentioned above, I think that read alouds' are a very important part of teaching in the classroom. I  myself, have benefited greatly from reading out loud to my fellow classmates. My confidence as a reader really soared once I was comfortable reading to my classmates. Reading out loud shows you that you are able to make mistakes and not be perfect as well. I never listened to a perfect reading out loud. Even if it was from the classroom teacher, we all  make mistakes and need to fix them as we read.

I feel the best time to read out loud would be in the beginning of a lesson or unit, and then in the middle and at the end. The reading out loud can serve as an opener to a lesson. It can also serve as a midpoint review, along with a conclusion or summary about the lesson/concept being taught. 

There are many ways to select what passage fits the lesson yo are teaching. I would select what to read out loud by following the guidance from the text."It is important to select an engaging, usually unfamiliar text, either nonfiction or fiction, that is at an appropriate level for your students to read with your support."

A write a loud is a conducted by the teacher and the students. The teacher acts as the facilitator helping guide the students in their writing passages. The writing that the students do, reflects the topic that the teacher explains. What is the most inspiring part about writing  a loud is the way that the students writing connects to their reading and also develops their language skills at the same time. Writing a loud expands the students minds. The teacher guides the students through this activity, and determines the complexity for the write a loud based on the students abilities.

What interests me the most about these write a louds, is that they really help various cultures along the way. It helps students whose first language is something other than English, and also helps students of different ability levels. Writing a loud, allows students with higher abilities to reflext, connect, and use critical thinking, yet at the same time allows the lower level students the ability to put their words on paper, select a topic, and helps them to understand the language.

I will use guided reading in my classroom very carefully. What makes guided reading ineffective, is grouping students of different ability levels.  As the text mentions, there is no one size fits all text. To make guided reading beneficial for the students, the students should be placed in groups of the same ability levels. However, it is very important to not make the groups feel different than, less than, or unable to. This is a type of small group instruction that should be used in the classroom as long as it is used correctly.

I plan to incorporate all of these types of lessons in my plans. I will select which types of text to share and make sure that the types of text vary. I will incorporate expository text such as: newspaper articles, magazines, and stories both fiction and nonfiction. I will work with my students to make sure these types of lessons are effective and appreciated by the students. I will tell if the lessons are productive, by the reflection on tests relating to the material.

Thursday, January 17, 2013

Chapter 12 - Evaluating Internet Websites


Chapter 12    Evaluating Internet Websites- Johnson  (Click link for Johnsons Chart on Website Evaluations



Below: Mini video clip for internet credibility information.

Chapter 12 covers a vast area dealing with technology and its many uses for teaching.  I am glad that we are reading this section is in this book so we can get more ideas of what is available for our resources.

Students use the computers at home for more than 90 minutes a day. P.342. Most of this time is spent with social networking. If we could get our children and our students on sites that blog about books, such as our blog does, or even interactive sites for characters, our students would gain so much knowledge. This is the time of technology and like the chapter says, we much incorporate it in everything we do in order to keep students attentive in the classroom. I found this information on pg. 344 of the text.  Today, we call these skills, strategies, and dispositions as new literacy’s.
              
             Thomas Friedman’s excerpts touch on the explosion of technology and its rapid advances. What I found most interesting is today and forward; we must know skills and strategies to work successfully. I have learned that the access for online reading materials is insurmountable. Online reading alouds, online books, can be found free for students and teachers to access.
               
              I feel page 368 is a chart that all teachers and students should learn about. This chart talks about evaluating websites and focuses on three components of a good site. These components include: accessibility of the site, usability of the site, and credibility of the site.

Thursday, January 10, 2013

Crivello, Chapter 1 Response

Hello Again!

Chapter 1 The Books-Children's Literature

     Beginning to read this text, The Joy of Children's Literature, written by Denise Johnson, I was not sure what to expect. I always start a book by reading about the author, located on the inside back cover of the text. From this excerpt  I found that Johnson was awarded the Virginia Outstanding Teacher Educator. Ms. Johnson also a National Certificate in Literacy. At this point, I realized that this author knew her subject are.
     Page 7, had a focus on the role of the genre in literacy. "Each genre has its own defining qualities of excellence that help us recognize the organization of the discipline of literature, providing a framework." Bomer (1995). The focus on the importance of the genre in a piece of literature caught my interests. I have never broken down the steps of what a genre entails.
   When I turned the page,  I was excited to see a whole chart breaking down the importance and parts of what a genre is. pg. 8-9 Traditional literature, word of mouth seemed so simple. I was captivated by the simplicity of the works. So fast, the tempo changed through realistic fiction, what if stories, to digital texts, accessible by computers, PDA's, e-books and whatever else is out there. 
     My favorite part of this chapter was finding out that Children's Books are very high right now. I am a person of simplicity who loves tangible papers and novels. It delights me to see children holding books, and enjoying them as much as I do. I accept that fact that with maturity the children will have to use online materials for classes, but that doesn't mean I like it. 

About me:





     Since I was nine years old, I knew I had a calling to work with children. I have worked with children as long as I can remember. As a side job, I have always babysat. I became a “mothers helper” at the age of nine. I worked for nothing, just to see what it was like to have siblings. After that I began working for multiple families which led me to become a nanny in 2007.

            I started out my college education in business. I obtained a small business management degree, and then went into real estate. From there I started my own company, as mentioned above. These careers did not suit me. I should have listened to my mom, we say that now, and studied Education earlier in my schooling.

            My mom is my mentor when it comes to teaching Special Education. She has been a ESE teacher for over 40 years. She has the kindness and patience to work with extreme disabilities ranging from physical handicap to severely mentally challenged students.

            By watching her, I became very interested in teaching moderate/profound ESE. Following in my mother’s footsteps, I plan to work with these students. I thrive off challenges and love to see the light in a child’s eye when they learn.

 I had the privilege of working with some children who attended the Able Academy of Naples. (A school for special needs) This is where my love for special needs blossomed, and why I am here today! For fun, I have fund raised with these students, helping them meet financial goals to better the classroom in which they learn.



I am patient. I am kind. I do not give up. Children are the light of my life, and this is why I am going to be the best teacher I can possibly be. Working with ESE students is a privilege to me and I am extremely excited.