3321 Monday Night

Genre Presentations

2009-12-04T18:46:00.000-08:00

I first want to say that I really enjoyed everyone's presentations. It was interesting to see how each group presented their genre's to the class.

The first group who presented "La Llorna" did an awesome job. I really enjoyed their performance and their presentation regarding the origins of the story. I especially loved the collage that the group put together.

"The Diary of Ann Frank" was a great presentation as well. I read the book when I was in middle school and it was nice to see her story presented in class.

I have not read "Esperanza Rising," but it seemed to be a great book to read. I really enjoyed doing the activities presented by this group. The yarn doll was really cute and the fruit and vegetable activity was very informative.

The opening to the "Amelia Earhart" presentation was great. I really enjoyed the intro of the newspaper announcement into the interview. I have always wanted to know more information about Amelia Earhart other than her mysterious disappearnce in the Bermuda Triangle.

The last group's activity with the fortune cookie was a neat idea. The character in the video was cute. I can't believe it took four (4) days to put it together.

In all, everyone did a great job!

Shared Reading

2009-11-12T21:32:00.000-08:00

Based on Don Holdaway's (1979) research, "shared reading is a collaborative learning activity that emulates and builds from the child’s experience with bedtime stories. In early childhood classrooms it involves a teacher, a small or large group of children sitting closely together to read and reread in unison carefully selected enlarged texts."

There are two purposes to shared reading. The first purpose is to "provide children with an enjoyable reading experience, to introudce them to a variety of authors and illustrators and the ways these communicators craft meaning, and to entice them to want to be readers themselves." The second purpose is what distinguishes shared reading from read-alouds, and that is "to teach children systematically and explicitily how to be readers and writers themselves."

Reading to children at an early age helps them to become readers themselves. I agree with this because my nieces and nephews were read to at an early age and are excellent readers and are constantly reading books. They even read to their younger sibilings as mentioned in the case study.

In Reading Aloud at Home: A Case Study, shows how reading aloud at home helped Sarah's reading experience grow.

1. Increasing Involvement with Content and Process;

2. Connecting text to self;
3. Connecting texts to texts;
4. Connecting text to language of life; and
5. From novice to teacher.

As stated in this chapter, I believe that reading to children at an early age encourages children to become readers themselves. But what happens to the children who don't have an adult or family member read to them at home or at bedtime? I feel that as future teachers, it is important and our job to find ways to help the children who are at a disadvantage to have memorable and exciting experiences so they too can become readers themselves.

I came across another great website, Harper Collins Children's Books, it's web address is http://www.harpercollinschildrens.com/. I really enjoyed browsing through this site and I have added it to my favorites for future use.

I decided to search for a book my niece recently received for her birthday, Fancy Nancy, it is written by Jane O'Connor. Jane O'Connor is the author of more than thirty books for children, including the Nina, Nina Ballerina stories, and the Fancy Nancy picture book series.

Meet Nancy, who believes that more is ALWAYS better when it comes to being fancy. From the top of her tiara down to her sparkly studded shoes, Nancy is determined to teach her family a thing or two about being fancy.

How Nancy transforms her parents and little sister for one enchanted evening makes for a story that is funny and warm -- with or without the frills.

All the practice in the world can't turn Nina, a less-than-prima ballerina, into a ballet star, But she's a real standout at her first dance recital when she dances the role of a betterfly--with her arm in a cast!

Books for Read Alouds

2009-11-11T21:39:00.000-08:00

Chapter 10 states that read alouds are essesential because "reading to children helps prepare them for literacy and to develop literacy skills, develops inerest in reading, promotes language development, increases reading acievement, positively influences their writing, and provides opportunities for social interation" (371).

The chapter also mentions that "hearing books read aloud is one of the earliest and most beloved memories many children have, and it is where the seeds are planted for developing a love for reading." My favorite memories of being read aloud to were when my uncle would visit us from Mexico. He would read Archie Comics to my brother and I. He read them in Spanish and he would act out each character and their expressions which made the stories a lot more fun and interesting. This memory would have to be one of my favorite read aloud memories.

Here are a few books that I came across while searching for read aloud books. I just happen to have also read these in elementary and I loved them!

The Indian in the Cupboard by Lynne Reid Banks

When Omri receives an old cupboard and an ordinary plastic Indian for his birthday he is in no way prepared for the adventure that is about to begin. Mysteriously, with the twist of an old key, the cupboard brings the tiny Indian alive, and gives Omri the experience of a lifetime. However, Omri soon learns that with this amazing surprise comes tremendous responsibility and the test of true friendship. Indian in the Cupboard is a fantasy book and so much more too.

"The Indian in the Cupboard is a magical book for kids. The writing is done so well that you almost believe this really could happen. It is an excellent read-aloud especially when done with voices to match the characters, and great for children 8 years and up. I also recommend this as a read-alone for ages 11 and up. Kids will really be drawn into Omri's secret world and feel his frustration when his friend Patrick can't understand the respect these tiny humans deserve. The vocabulary is challenging so don't be afraid to read this one together even with older kids." (Review by Hedgie)

Superfudge by Judy Blume

Nothing is easy for 11 year old, Peter Hatcher. It's hard enough to have an impossible little brother like Fudge, but now there's a new baby coming. And if this baby is anything like Fudge, that's it – Peter is moving out! Just when he thinks it can't get any worse, Peter finds out that Fudge will be in kindergarten at the same school where he'll be in 6th grade!

The Best Christmas Pageant Ever by Barbara Robinson

Hey! Unto you a child is born!

The Herdmans are absolutely the worst kids in the history of the world. They lie and steal and smoke cigars (even the girls). They talk dirty, hit little kids, cuss their teachers, set fire to Fred Shoemaker's old broken-down toolhouse, and take the name of the Lord in vin. So no one is prepared when the Herdmans invade church one Sunday-and decide to take over the annual Christmas pageant.

None of them has ever heard the Christmas story before. Their interpretation—the Wise Men are a bunch of dirty spies and Herod needs a good beating—has a lot of people up in arms. But the actual pageant is full of surprises for everyone, starting with the Herdmans themselves.

I found another great website called Teachers First. I really like the way this site has categorized books into subject and grade level making your search a whole lot easier. As I searched on http://www.teachersfirst.com/, I came across a book I remember reading, Sarah, Plain and Tall, by Patricia MacLachlan. Patricia MacLachlan is known for her award-winning picture books and novels for children, which include The Sick Day; Arthur, for the Very First Time; Sarah, Plain and Tall; and The Facts and Fictions of Minna Pratt.

When Anna and Caleb, missing their mother who died, wish for another woman to make their father laugh again. And into their lives comes Sarah, with her own needful loneliness and searching, to help them create a whole family.

But life on the endless prairie can be hard and unforgiving, sucking out all a person's strength and courage just to survive. And the prairie can hold your secrets for years and years, then toss them back at you without any warning. At such times, family can be all a person has to hold onto.

Another author I came across was Beverly Cleary. I've also read her book Ramona Quimby, Age 8. Mrs. Cleary's books have earned her many prestigious awards, including the 1984 John Newbery Medal for Dear Mr. Henshaw, for the most distinguished contribution to American literature for children in 1983. Her Ramona and Her Father, and Ramona Quimby, Age 8, were named 1978 and 1982 Newbery Honor Books, respectively. Among Mrs. Cleary's other awards are the American Library Association's 1975 Laura Ingalls Wilder Award, the Catholic Library Association's 1980 Regina Medal, and the University of Southern Mississippi's 1982 Silver Medallion, all presented in recognition of her lasting contribution to children's literature.

Ramona feels quite grown-up taking the bus by herself, helping big sister Beezus make dinner, and trying hard to be nice to pesky Willa Jean after school. Turning eight years old and entering the first grade can do that to a girl. So how can her teacher call her a nuisance?

Chapter 9: Non-Fiction

2009-10-30T20:32:00.000-07:00

Doing research reports in elementary was not fun. The internet did not exist yet so resources were limited. I used books from the library or I used the encyclopedia set my Dad had purchased for us. Just as we had discussed in class, I had to play with the words in the information provided so that I would not be plagiarizing. Now, we have an abundance of resources and teachers are providing new ways to present what their students have read or researched.

In reading Non-fiction and Boys, I can remember as a child that my older brother loved reading non-fiction books and still loves reading them. My brother's boys are the same way, they love reading and researching non-fiction subjects, but unlike the slide information, they love to read all types of books.

I like the idea of using graphic organizers to record information that students gather from reading non-fiction books. It makes it a lot easier to organize and put information together than it is to write notes and/or highlight information.

I would really like to utilize drama in support of responding to non-fiction. I think the teachers as well as the students will enjoy seeing and doing the personal interviews. I believe students would put more of an effort to present their information and at the same time will have a lot of fun with it.

I found a website where it lists several non-fiction books as well as the authors' profiles, you can view this site at http://www.childrensbookguild.org/. This site lists Guild winners for all non-fiction books.

How Things Work

Ever wonder what happens inside your DVD player, or your refrigerator? Well, come on, grab a screwdriver and ...WAIT!

There’s an easier way. Turn a page and open a flap on Amy Hansen’s new book How Things Work. The book explores the workings of everything from televisions and microwaves to helicopters and submarines.

Age level: 8-16
Published in 2006

Letters from a Slave Boy

Like his mother, grandmother, and great-grandmother before him, Joseph Jacobs was born into slavery. Now he lives with his great-grandmother and sister in North Carolina, but he has not seen his mother for more than seven years.

Unbeknownst to Joseph, his mother, Harriet, has been hiding from her owner in the attic of the house that Joseph lives in. But when Harriet’s hiding place is in danger of being revealed, she is forced to flee north to safety only moments after being reunited with her family.

In this companion novel to Letters from a Slave Girl, Joseph’s stirring quest for freedom and identity is told through letters imagined by the author. Based on the real-life stories of Harriet and Joseph Jacobs, Letters from a Slave Boy is set against the backdrop of some of the most exciting and turbulent times in American history.

Fabulous Fishes - Ages 2-6

Fabulous Fishes come in all sorts of interesting shapes, sizes and colors and many of them do amazing things as well. Can you imagine

Fish that leap and glide?

Fish that crawl on land?

Fish that flash lights?

They're all real!

Fabulous Fishes introduces young readers to both exotic and familiar fishes and the underwater world they call home in simple, rhyming text and brightly colored illustrations. An afterword identifies each animal and tells a little about it and where it lives.

Favorite Fiction Books

2009-10-22T22:38:00.000-07:00

I would have to say that my favorite fiction book is the "The Lion, the Witch and the Wardrobe." It was written by C.S. Lewis (1898–1963), a well known Christian writer. I remember reading this book when I was a child. I could not put the book down because its captivating. Your imagination runs wild with the book's characters and events. After reading the book, I saw the original movie and I was so excited to see how the characters I had imagined in the book were portrayed. Then a few years ago, I was at the theater and I saw the previews to the remake of "The Lion, the Witch and the Wardrobe," and I remember thinking to myself....why does this story line sound so familiar? I finally realized it was that same book I read as a child and loved so much.

The book is about four children Peter, Susan, Edmund, and Lucy. Lucy finds a whole new world through a wardrobe closet by accident when she was playing hide and seek with her brothers and sister. The magical land and fantasy world Lucy finds is called Narnia. You won't be able to put the book down once you start it! At least, I couldn't.

You can find more information out C.S. Lewis and his stories at http://www.cslewis.com/.

I have also enjoyed reading "Playing with Boys" and "The Dirty Girls Social Club," by Alisa Valdes-Rodriguez. I really enjoyed the characters Valdes creates in her books. Each character is different from the other, but it makes each character interesting and the story line a whole lot better. Valdes writes about each character separately in their own chapter and you can't wait to read the following chapter to see what is going to happen next. I will hopefully be buying another of her books soon and I can't wait to read it. Here is a website to get more information about the author and her books, http://www.lasbmw.com/.

Author: I found Megan McDonald on a website called http://www.kidsreads.com/. The website is neat and useful. It's for teachers, librarians, parents and students. McDonald has a series of Judy Moody books. I have listed one of her Judy Moody books below.

When school starts, Judy Moody is not all that excited. In fact, she's in a bad mood just thinking about it. But when her teacher assigns each of the students to make a collage about themselves, she thinks this could be pretty interesting. She starts gathering pictures and things that she can use to show what she wants to be (a doctor) and her favorite hobby (collecting all kinds of things). The project is going pretty well, until she has to come up with "a favorite pet," and "a club you belong to." Next thing you know, Judy Moody is the proud owner of a Venus Flytrap and a member of the T. P. Club (and you'll never guess what the T.P. stands for!)

Enjoy the antics and adventures of Judy Moody as she finds her collage project, and her life, going from bad to worse. Is she just unlucky, or is it all in the way you look at things?

Ages 6-10

Picture Books

2009-10-14T23:25:00.000-07:00

When I thought of picture books, I thought children books with minimal text and beautiful pictures. After reading this chapter I learned that picture books are not only for young readers, but for everyone. I also learned that 1) picture books were generally 32 pages long; 2) picture books are a form and not a genre and can be categorized into any genre; 3) picture stories date back to when early humans left their stories on the walls of caves; and 4) the word "illustration" originates from the Latin verb meaning 'to light up,' to illuminate.

Picture books are the end product of a creative marriage between the author who creates the story and the illustrator who interprets the writing into art. The illustrator has to 'light up' or illuminate the author's story. The illistrator has to incorporate line, color, shape, texture, and design and/or composition into the pictures to influence a response from the reader. Writers are expected to write quality books within limited space. If the writer wants to produce a good book the writer has to make sure that the characters, plot, setting, prose, figurative language, leads, dialogue, understatements, and voice they use in their book work together.

I really liked the ideas given to incorporate picture books into the classroom. I especially like the wordless picture book idea where the students are allowed to make up their stories according to the illustrations. I believe students would love doing this activity.

I decided to return to the Jacketflap website I had previously found to search for both an author and an illustrator. I found Belle Yang and I read several of her reviews and many stated they loved her stories and beautiful illustrations.

It’s a long way from Taiwan to San Francisco, but Hannah’s family has made the journey because they want to make America their home. In America, Baba tells his daughter, people are free to say what they think, and children can grow up to be whatever they choose. As Hannah takes a new name, starts a new school, learns a new language, and adjusts to a new way of life, they all wait — and hope — for the arrival of the green cards that will assure they are finally home to stay.

Reading Level Ages 4-8

# of Pages 32

Mei-Mei and Di-Di are head-over-heels in love with their new doves. Like devoted parents, the siblings tenderly nurture Butterfly and Squeaky as they grow from chicks to fledglings to birds. But when Mei-Mei and Di-Di arrive home to find that the doves have disappeared, their young hearts break into a thousand pieces and they run away, determined to reclaim their beloved birds. Will Mei-Mei and Di-Di return home with the doves before they break their own parent's hearts?

Reading Level Ages 4-8

# of Pages 32

Ch. 6 - The Path of Needles or Pins Little Red Riding Hood

2009-10-09T19:01:00.000-07:00

Traditional literature is a written form of stories that were originally oral stories. I decided to read Terri Windlings's The Path of Needles or Pins: Little Red Riding Hood. According to Windlings, the oral version of Little Red Riding Hood was called The Grandmother's Story. This oral story was shaped by the rural traditions of France from the Middle Ages onward. The girl in The Grandmother's Story does not wear her famous red hooded cloak and she is not rescued by the hunter. Christopher Perrault added the red hooded cloak and Brothers Grimm added the hunter. Authors over time rewrite traditionl literature to set the story in conemporary times. The version of Little Red Riding Hood that we grew up reading warned little girls of the dangers of being disobedient. The oral version of The Grandmother's Story is quite gruesome and provocative for young childern to even read. As I kept reading Windling's story and the information Windling used from scholars, I learned some interesting things.

The oral version of this story has cannibalism and the werewolf makes the girl strip naked before she gets into bed. As we all know, these elements are not in the story of Little Red Riding Hood that we know today. In the oral version, the werewolf asks the girl which path she will take to her grandmother's house, the Path of Needles or the Path of Pins? The girl chooses the Path of Pins. In 1995, Yvonne Verdier studied the folklore, traditions, and rituals of rural women in remote areas of France. She found that when girls reached the age of fifteen, this was some type of ceremonial entry into the age group that signified their arrival into maidenhood. This meant they were allowed to have sweethearts and go to dances. The needle on the other hand implies sexual maturity. Verdier found that needles were viewed as a sexual symbol and that in some parts of Europe, prostitutes wore needles on their sleeves to advertise their profession. Windling suggests that the girl is trying to grow up too quickly when she decides for the Path of Needles.

Another interesting fact I learned was that the forest is seen as a "common dwelling for wise-women, witches, herbalists, and other femmes sauvage." This suggests that the grandmother was most likely a witch of some sort. Verdier sees the cannibalism in the oral story as a "sacrifical act, a physcial incorporation of the grandmother by her granddaughter," as well as symbolic, because of the "necessity of the female biological transformation by which the young eliminate the old in their own lifetime. Mothers will be replaced by their daughters and the circle will be closed with the arrival of their childern's children." Reading the part of the oral story where the girl eats parts of her grandmother was pretty gross and disturbing for me.

At the end of the story, the werewolf is drowned by the laundresses who helped the girl escape. Verdier says that the laundresses played a double role in the oral story. The first being they rescured the girl by allowing her to pass and the second being that they helped kill the werewolf by drowning him. This is consistent to the laundresses' role in the village life is to assist in "passages" of helping in childbirth and helping people to die.

After reading Windling's story I can now see why "traditional literture was not necessarily created for children." It is very interesting to see how The Grandmother's Story evolved into The Little Red Riding Hood.

Chapter 6 discussed traditional literture so I found two authors who have written Native American traditional literature. Their books are listed below.

Cohlene, T. (1991). Little Firefly: An Algonquian legend. (4-6).

A retelling of the Algonquian Indian legend of how a young girl, badly mistreated by her sisters, becomes the bride of the great hunter known as the Invisible One. Includes information on the history and customs of the Algonquian Indians.

Bruchac, J. & Ross, G. (1996). The girl who married the moon: Tales from Native North America. (5-6)

A companion volume to Bruchac’s Flying with the Eagle, Racing the Great Bear, this anthology focuses on the role of women in traditional Indian cultures. Culled from 16 Native North American cultures, these traditional tribal tales dwell on the time in a young girl’s life when she discovers she is becoming a woman.

Chapter 5: Poetry

2009-10-02T20:17:00.000-07:00

Poetry...I am not a big fan of it, nor did I get excited when it was ever discussed. For some reason I could never get into it, nor could I understand what the poet was talking about. Needless to say, I dreaded reading poems in English class, even worse, writing it! If I did not understand it, how could I write it?

My 3rd grade teacher Ms. Gilbert would read Shel Silverstein's "Where the Sidewalk Ends." I think that was the only time I can say I enjoyed poetry. The poems were so much fun and I enjoyed listening and reading his books.

In Chapter 5, Looking Back Into your History with Poetry, I read the very first sentence, "Before you can generate enthusiasm for poetry in your students, you need to love it yourself." I thought, "Great, how am I supposed to do that!" As I continued to read, I felt as if they were speaking of my experiences with poetry and not just mine, many people who feel the same way about this genre. Now that I think about it, I believe that maybe my teacher's may have not had "an enthusiasm" for poetry and/or may have chosen poetry that was too sophisticated for us. I have viewed poetry as a cryptic work puzzle (like the book states). I've read poems over and over thinking if I kept reading it I would understand it. When the teacher asked the class what we got from it, I never raised my hand because I had no clue. I would usually just listen to my classmates' opinions. Sometimes they got it and other times they were off and I didn't feel too bad for not understanding it. Like I mentioned before, I don't like writing poems and it could also be that my previous teachers didn't lay the groundwork for writing poetry or provide that support I needed. I am not saying that my teachers were horrible because I didn't enjoy poetry, I am just realizing that maybe they too did not enjoy it. If they didn't enjoy it, it may have a lot to do with how I was taught and the experiences I had.

I feel an obligation to change the experiences I had for my future students. The books mentions that, "We need to change our approach" and to do this, we as teachers need to create an environment where children have positive experiences with poetry like using words in fun and interesting ways. Poet Constance Levy suggested the we "take time to read lots of good poetry written especially for children." By doing this, we as teachers will share our discoveries with our students and in turn this will "ignite our love" of poetry and will nuture our students' responses to poetry.

Since this chapter was on poetry, I decided to find some childern's authors that write it. I found a website called http://www.poetry4kids.com/. This website has a lot of activities for kids to do and may help them enjoy reading and writing it. Author Ken Nesbitt is the creator of this site and here are two books of his poetry books.

Meet the misbehaving robots, not-so-smart dogs, and angry vegetables who feature in Kenn Nesbitt's hilarious collection of clever wordplay that is sure to keep kids laughing and loving poetry all year long.

Don't Ever Bite Your Sister

Don't ever bite your sister.
Don't kick her in the shin.
Don't slap your sister silly
and don't sock her on the chin.

Don't tape a "Kick Me" poster
upon your sister's back.
Don't take your stinky socks off
and then put them in her pack.

Don't purchase plastic spiders
and place them on her head.
Don't leave your rubber rattlesnake
inside your sister's bed.

Don't do this to your sister
for, if you ever do,
I'm pretty sure she may do something
even worse to you.

Get ready to laugh as you discover the wonderfully zany poetry of Kenn Nesbitt! You'll read about the world's fastest bicycle and meanest pirate ever. You'll meet a marching band of musical ants, and a dragon who can't blow out his birthday candles. You'll learn how not to play with your food, and why you can't bring a camel to school. Children and adults alike will want to read these poems again and again.

Understanding & Responding to Literature

2009-09-25T18:11:00.000-07:00

Reading comprehension is the understanding of what we read. The more background or prior knowledge (schema) a reader has before their reading experience, "the more the reader takes away from it." Teachers need to expand their students "repertoires." As students expand their reading skills, the teacher is able to expose his/her students to reading selections that are more challenging.

Teachers can build reading comprehension by 1) activating or supplying prior knowledge; 2) guiding student reading; 3) reinforcing concepts; and 4) encouraging critical thinking and inquiry. A teacher can supply or activate prior knowledge through discussions or within the lesson plan prior to the reading which can help the student to improve their understanding of the story. Giving students a purpose to read is a form of guided reading. This is achieved when the teacher leads a discussion, provides experiences and/or shows objects that relate to the story before the actual reading. This can entice students to want to read. If a student is not familiar with words or the concept of what they are reading, it is the job of the teacher to work with the student and explain and/or correct their misunderstandings. Teachers need to be able to ask high quality questions that go well with the "needs and abilities" of all learners, because it is a crucial part of teaching comprehension.

Diane Stanley, author, says it well, "A child who reads good books will prosper. She will develop her vocabulary, increase her knowledge, and come to understand others better." Comprehending what you read is very important, even more so for a teacher to be able to help his/her students build that comprehension.

The importance of a reader's schema prior to their reading is as important as the response we give to a book. Chapter 4 states that everything about us from "who we are, our past experiences with literature and the world, our interests, the books we've read, the places we've been, the people we've known, our ages" infulences our response.

Readers, and especially young readers, respond most readily to literature as an embodiment of human personalities, human situations, human conflicts and achievements. The life situations and interests of students [are] more often seen as the bridge between them and books. Louise Rosenblatt

I like this comment, because I remember reading several books in middle school that I felt I could relate to at that time. It could have been a situation I remembered being in, a character I connected with, a memory of my childhood or a feeling I had felt before in a certain situation.

There are so many different ways to respond to books that we read. A response can be shared through drama, art, writing, talking, etc. The summary at the end of the chapter states, "Responses are the rooting of lifelong loves of literature. When we feel, sense, and respond to books, we are making memorable book connections that are the foundation for future reading." This statement made me realize how the response to what we read impacts our desire of reading.

I found another great website http://www.jacketflap.com/. JacketFlap has the world's largest database of information on children's book publishers. The searchable database helps writers most optimally find the publishers that are publishing new authors and that publish titles in the writer's category of work.

On this site I found an author by the name of Christina Garcia who has written four novels: Dreaming in Cuban, The Agüero Sisters, Monkey Hunting, and A Handbook to Luck. In addition, Christina García's work has been nominated for a National Book Award and translated into a dozen languages. Below are two of her children's books.

I Wanna Be Your Shoebox

Because Yumi RuÍz-Hirsch has grandparents from Japan, Cuba, and Brooklyn, her mother calls her a poster child for the twenty-first century. Yumi would laugh if only her life wasn't getting as complicated as her heritage. All of a sudden she's starting eighth grade with a girl who collects tinfoil and a boy who dresses like a squid. Her mom's found a new boyfriend, and her punk-rock father still can't sell a song. She's losing her house; she's losing her school orchestra. And worst of all she's losing her grandfather Saul.

Yumi wishes everything couldstay the same. But as she listens to Saul tell his story, she learns that nobody ever asks you if you're ready for life to happen. It just happens. The choice is either to sit and watch or to join the dance.

Reading Level Ages 9-12

The Dog Who Loved the Moon

Who's ever heard of a dog who would not dance? Unless of course el perrito is lovesick for the moon. Then all you need is a little magic a lot of music and a very special wish. And the moon just might surprise you.

Reading Level Ages 4-8

Chapter 2 Culturally Responsive Classrooms

2009-09-18T20:16:00.000-07:00

This chapter was a real eye opener, because it explains how important it is for teachers to know each of their students and where they come from. Not just their culture background, but as well as their "deep culture" as the book refers to it. Deep culture is the characteristics, values, and beliefs that are not apparent. I think I highlighted most of the chapter with information I believed was very helpful and interesting, but I am only going to touch on a few points I believe are key to creating a culturally responsive classroom.

Chapter 1 briefly touched on the subject of meeting the needs of all learners. Chapter 2 goes more into detail on how to go about doing this. The question, "How can I know about all the children I will teach?", is raised. The chapter goes on to explain that teachers need to "know what questions to ask about the students we teach." Figure 2.2 on page 30 and 31 gives examples of the type of questions you should ask. Most questions cannot be asked directly, but as the books states, "by observation, research and colleagues." I really like the questions listed in Figure 2.2 that I will have my own personal copy to use if I am faced with this situation. It's very crucial for teachers to get to know their students because this will influence how they will teach them.

"I want students of all ages to believe that they can add their voice to our national literature. It's hard to believe if you don't see youself in the literature presented, promoted, and honored." Pat Mora, author.

This quote by Pat Mora is very profound because as you read, "We Read to Know We Are Not Alone," on page 30 and 31, it just makes so much sense as to why it's so important to learn about your students and using that knowledge to teach them. It also allows the teacher to let their students feel a sense of belonging and this can make a difference in how these students view school.

"Dedicated teachers seek out literature for their students that reflects the diversity of the peoples of the United States." Ashley Bryan, poet.

I like this quote as well, because it goes in hand with a sentence I found on page 32, "Books educate us about our world." Aside from getting to know your students, teachers have to bring in books to their students that will teach them about their classmates and others.

The short course in where a teacher deliberately put multicultural practicing teachers into groups with books outside their culture was a great example and experience for the teachers to learn from. It allowed these teachers and the readers of this chapter to see how difficult it is for these students to read outside one's own culture and understand what is being taught.

I found a website http://www.multiculturalchildrenslit.com/. This wesite hosts many different authors and their books and are catagorized by ethnicity. In addition, under each ethnicty tab, it gives you sites or ideas on how to incorporate these cultures into your classroom. I found two books from two different authors on this website. I hope this site can be helpful to you.

In his first year of school, Francisco understands little of what his teacher says. But he is drawn to the silent, slow-moving caterpillar in the jar next to his desk. He knows caterpillars turn into butterflies, but just how do they do it? To find out, he studies the words in a butterfly book so many times that he can close his eyes and see the black letters, but he still can’t understand their meaning. Illustrated with paintings as deep and rich as the wings of a butterfly, this honest, unsentimental account of a schoolchild’s struggle to learn language reveals that our imaginations powerfully sustain us. La Mariposa makes a subtle plea for tolerance in our homes, our communities, and in our schools.

Jimenez, F. (2000). La mariposa. Illustrated by S. Silva. New York: Houghton Mifflin. (K-3)

When Allison tries on the red kimono her grandmother has sent her, she is suddenly aware that she resembles her favorite doll more than she does her mother and father. When her parents explain that she is adopted, Allison’s doll becomes her only solace until she finds a stray cat in the garden and learns the true meaning of adoption and parental love.

Say, A. (1997). Allison. New York: Houghton Mifflin. (K-3)

Chapter 1 & Children Authors

2009-09-04T16:03:00.000-07:00

I completely agree with the statement, "The first is to teach students to read. But the second part, teaching students to want to read, is the bigger challenge." In order to get students to that point, many things go into making that happen. The first and most important in my opinion is believing that ALL children can learn no matter the obstacle. As the book mentioned when a teacher does not equally treat the students to the same benefits regardless of their reading level, the lower group with less constructive work and attention will lack that desire to read or do better. The teacher's negative attitude affects these chilren in their schooling and in the long run. Teachers need to be "lifelong learners," teachers need to be aware of their beliefs and attitudes towards literacy because it influences their students. The six language arts play a very important role in a teacher's curriculum because of how they all work together. A good book collection can introduce students to many wonders.

Since my major is in Bilingual Education, I wanted to find authors who write bilingual books. I found three authors and each one one is very unique in their own way. Mary Sue Galindo is a Texas native who is a bilingual teacher herself. Her bio states she struggled to find "quality" books in Spanish which led her to start writing children's books. Her inspiration was to write about the experiences that the children of the Southwest could relate to.

Another author I found is Pat Mora. She is an El Paso native and a distinguished author of children's books, poetry and nonficition. Her books are either biligual or can be in English with a few words in Spanish. In her bio, I like what she says at the end because I believe it to be very true, "...it is important that kids see their own language in a book, it makes kids feel included and it connects them to the text." How awesome is that! If they feel connected, wouldn't that make them WANT to continue reading?

The last author I found was Maya Christina Gonzalez. From what I read from her statement, she is a painter and an author. Her paintings are very colorful but not suited for children! Her page also takes you to a website called childrensbookpress.org, where her new book is listed along with many other books from different authors of different cultural backgrounds. I really liked this website because you can also order books from this page and see the selection of books. The website's page says, "We connect kids to their rich and varied cultures." This website would be great for teachers who want to find books to help their students connect to differenct cultures or their own when reading.