Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Chapter 18 "Teaching with Children's Books"
I'm glad this chapter lists two pages of ideas on how to implement related activities to books. Unfortunately, I am not a creative person so I need all the help I can get! I really liked this chapter. I thought the authors made some really good insights. If only ALL teachers could read about how having book reports due basically no good, and how trade books are so much better than textbooks (well, for the most part). Also, I thought it was important when they said not every book the students read should have an assignment. This would most certainly help with children maintaining an interest in books. At least in my opinion based on my experiences it would.
Monday, January 28, 2008
Sunday, January 27, 2008
Chapters 6-8
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Chapter 7 "Picture Books"
Chapter 7 "Picture Books"
I love picture books!! Not only do I have wonderful memories of being read the Bernstein Bear books before bedtime when I was a child, I also have the pleasure of making those memories come alive when I read aloud to my preschoolers everyday. It is refreshing and rejuvenating when I read childhood stories of my past and see the looks on the kids as they escape in the story.
I found it surprising that "alphabet books are not well suited to teaching the ABC's along with their phonic generalizations and are not intended to serve such a purpose" (62). However, after looking back on ABC books I've read aloud to kids and reading the criteria that makes a good ABC book along with phonic sounds, I realized that it does make sense and it is very common for ABC books to teach the kids letter recognition but not sounds.
I will admit that I never heard of or had seen a wordless picture book before this class. I'm not really sure why! I think it's a great idea to have a wordless picture book and have kids make up the story as they look at the pictures. We've all heard the phrase, "A picture's worth a thousand words" and well, these books prove it to be true! My favorite that I've looked at so far is Tuesday by David Wiesner. I was in 1st or 2nd grade when it won the Caldecott, and yet I had never heard of it until now.
Chapter 8 "Poetry"
As I was reading the first paragraph on how young teachers have a distant dislike for poetry, I couldn't help but feel guilty. I am one of those young teachers who does not like poetry. That is all about to change though! I still love the poetry I was introduced to as a child, and what took away the fun for me was what the text referred to as "playing the 'I know the true meaning of this poem; it's your job to discover it' game with" my teacher (80). I have made a vow to myself right now that I will read a poem to my class everyday out of my favorite poetry book: Where the Sidealk Ends by Shel Silverstein. This way, the kids will have a built appreciation for poetry before they enter middle school, and hopefully that will help with all the assignments that are thrown at them. The poetry collection assignment for this class will no doubt help me learn to love poetry again.
Wong: Minn and Jake
Wong, Janet. Minn and Jake. New York: Farrar, 2003.
This book was so adorable, and almost refreshing to me. I don't really know how to explain it except that the dialogue was great and the way Minn and Jake's friendship developed was just really cute. There was a lot of humor in the way the characters related to one another. Even at the 5th grade level the kids were at, the boys were still proving they weren't in love with a certain girl, and the "best friend" title seemed to move about among the girls. The kids at my preschool change best friends daily, maybe even hourly, so I'm use to hearing about children being upset when they have to find a new best friend. I thought it was neat that Minn had a plan to pick a new best friend. I remember in class we were talking about how she forgot what it was like when friends talked about her behind her back, and she told everyone about Jake's embarrassing moment with the lizards. However, she did feel bad about it and decided to help him learn to catch a lizard.
I thought it was brave of Minn to try and save Henry, whom she thought had gone into the river. I did not agree with her parents grounding her for 4 months because of it. To me, that is excessive, especially for a 10 year old.
The ending was kind of odd to me, and only when I read it over a second time did I better understand Minn's reaction to Jake moving for the summer. I had to put myself in Minn's shoes as a 10 year old, then I understood why she just took a bath and slept for what was about 16 hours straight. I'm glad she and Jake were able to figure out their summer plans to see each other and have a proper goodbye. Like I said before, it was cute! Overall, I thoroughly enjoyed the story, and I'm looking forward to discussing the rest of the book with everyone in class.
This book was so adorable, and almost refreshing to me. I don't really know how to explain it except that the dialogue was great and the way Minn and Jake's friendship developed was just really cute. There was a lot of humor in the way the characters related to one another. Even at the 5th grade level the kids were at, the boys were still proving they weren't in love with a certain girl, and the "best friend" title seemed to move about among the girls. The kids at my preschool change best friends daily, maybe even hourly, so I'm use to hearing about children being upset when they have to find a new best friend. I thought it was neat that Minn had a plan to pick a new best friend. I remember in class we were talking about how she forgot what it was like when friends talked about her behind her back, and she told everyone about Jake's embarrassing moment with the lizards. However, she did feel bad about it and decided to help him learn to catch a lizard.
I thought it was brave of Minn to try and save Henry, whom she thought had gone into the river. I did not agree with her parents grounding her for 4 months because of it. To me, that is excessive, especially for a 10 year old.
The ending was kind of odd to me, and only when I read it over a second time did I better understand Minn's reaction to Jake moving for the summer. I had to put myself in Minn's shoes as a 10 year old, then I understood why she just took a bath and slept for what was about 16 hours straight. I'm glad she and Jake were able to figure out their summer plans to see each other and have a proper goodbye. Like I said before, it was cute! Overall, I thoroughly enjoyed the story, and I'm looking forward to discussing the rest of the book with everyone in class.
Apple Pie 4th of July Craft Lesson
Resource:
Wong, Janet S. Apple Pie 4th of July. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2002.
All children are aware that there are differences among their classmates such as gender, hair color, eye color and skin color. However, eventually questions are going to come across their minds as to why some are more obviously different than others. Apple Pie 4Th of July is a great example of introducing the explanation of these differences. After reading the book to the class, I would openly have a discussion about the different cultural backgrounds there are in the class. I would have the children share stories about their family background and other traditions besides Independence Day.
For the craft, I would get those big sheets of paper usually found in the teacher's lounge for posters and have the kids trace each other while lying down. I would set out every kind of paint and help the kids mix the different paint colors to find which one matched their skin. This would explain that no one is completely "white" or "black" or "brown" or whatever! Different colors have to be mixed to make a darker beige or lighter brown and so forth. Then, the kids and I would cut out each child tracing and hang them up side by side along the hallways like they were holding hands. This would show a sense of unity among the classmates and show that they all accept each others' differences.
I think this activity could be for any age group. The younger ones would need more supervision, obviously, but it is definitely doable.
Wong, Janet S. Apple Pie 4th of July. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2002.
All children are aware that there are differences among their classmates such as gender, hair color, eye color and skin color. However, eventually questions are going to come across their minds as to why some are more obviously different than others. Apple Pie 4Th of July is a great example of introducing the explanation of these differences. After reading the book to the class, I would openly have a discussion about the different cultural backgrounds there are in the class. I would have the children share stories about their family background and other traditions besides Independence Day.
For the craft, I would get those big sheets of paper usually found in the teacher's lounge for posters and have the kids trace each other while lying down. I would set out every kind of paint and help the kids mix the different paint colors to find which one matched their skin. This would explain that no one is completely "white" or "black" or "brown" or whatever! Different colors have to be mixed to make a darker beige or lighter brown and so forth. Then, the kids and I would cut out each child tracing and hang them up side by side along the hallways like they were holding hands. This would show a sense of unity among the classmates and show that they all accept each others' differences.
I think this activity could be for any age group. The younger ones would need more supervision, obviously, but it is definitely doable.
Buzz Craft Lesson
Resource:
Wong, Janet S. Buzz. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2000.
Since most Kindergartners don't know how to read right away, this book would be great in working with them on letter and word recognition. I would read the book to them once and answer any questions they had or listen to comments they make about the pictures of words, and so forth. Then, I would read it to them a second time and have them say the word "Buzz" for me every time I pointed to it.
For the craft, I would have them paint on a piece of construction paper different types of animals or insects that start with the letter "B". I'd give them them several choices and help them come up with them like butterfly, bee, bear and so forth. I wouldn't limit their choice to just a bee even though Buzz was based of the bee at the beginning. Giving them different choices would help them expand their imagination and creativity.
Wong, Janet S. Buzz. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2000.
Since most Kindergartners don't know how to read right away, this book would be great in working with them on letter and word recognition. I would read the book to them once and answer any questions they had or listen to comments they make about the pictures of words, and so forth. Then, I would read it to them a second time and have them say the word "Buzz" for me every time I pointed to it.
For the craft, I would have them paint on a piece of construction paper different types of animals or insects that start with the letter "B". I'd give them them several choices and help them come up with them like butterfly, bee, bear and so forth. I wouldn't limit their choice to just a bee even though Buzz was based of the bee at the beginning. Giving them different choices would help them expand their imagination and creativity.
Wednesday, January 23, 2008
Chapters 1-5
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Chapter 1 "Why Read?"
I love reading. There is something about picking up a good novel and escaping in it that is just so healing and relaxing for me. As I came across the term bibliotherapy for the first time in this chapter I realized, that's me. I wasn't always such an engaged reader though. In middle school and high school the pleasure of reading was taken away from me. How I ever passed exams on Shakespeare's work is still a puzzle to me. Still to this day, if someone gives me a huge, thick, tiny printed novel I get a headache immediately. Even looking at a dictionary gives me a headache because it looks like the textbook I had in high school over Shakespeare's work. How sad is that? Luckily though, not all of the books I enjoyed were thrown at me with an assignment to go with it, and most of them were in today's English. When I teach, I am going to share with my students what books I read for pleasure at home in my free time and briefly give a summary over them. I think it's important that children know they're learning to read for a life-long purpose.
Chapter 2 "What is a Good Book?"
In class I appreciated how Dr. Saldana explained how everyone judges a book differently, and how he respects his students' choices on what books they like to read. And also, therefore we as future educators should do the same. It goes along with the quote on page 11:
"People often don't see eye-to-eye when it comes to judging whether a book is worthwhile because good book is a common phrase with two different definitions, one based on quality and the other based on taste."
As a teacher, I am going to have to get over reading book reports on my least favorite topics, like sports and science fiction, so that my students can choose what they want to read which would make the assignments on book reports and comprehension more enjoyable for them. I love watching sports and science fiction movies, but for some reason reading about them bores me to tears! If it keeps my students reading though, then more power to them! I will get over it!
Chapter 3 "How to Recognize a Well-Written Book"
I liked how in the last section the authors say that "...in good books, the story is primary and the lessons are secondary" (pg 26). This is so important with youngsters. They will be more inclined to listen to a story and get a lesson out of it later than have a lesson thrown at them right away.
I also liked the dialogue in the section above on the conversation about why a couple didn't baptize their babies. I chuckled a little after reading it, and I agree with the authors that "...Unexpected insights add depth and credibility to the story while providing the reader with recognition and connections" (26). Quite frequently I have to put down a book I'm reading to laugh out loud for a minute. It's part of what makes reading so much fun.
Chapter 4 "How to Recognize a Well-Illustrated Book"
I think the art work in children's books is some of the best work ever. As kids, we don't really take it that into account. When I read to kids I babysit or to the preschoolers I teach, I sometimes find myself staring at the pictures more than the children. All the detail that I find is just so cool. This chapter goes into detail about certain books and what type of art is used, but honestly it doesn't really make a difference to me. I never got into anything art related because it is not a gift of mine! I'm sure children whose fine motor skills aren't fully developed yet can draw better than me. I am that bad...
Chapter 5 "Children's Books: History and Trends"
I was so surprised to find that most of my favorite children's books were written back in the 1600s and 1700s! I guess I had never thought of it before. I'm glad this textbook lists all the Newbery and Caldecott awarded books. I think it will come in handy for when I run my own classroom!
Thursday, January 17, 2008
Wong: Buzz
Wong, Janet S. Buzz. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2000.
As I was reading this story out loud tonight, I realized how frustrating the word "buzz" became, especially to an audience full of college students. However, I know that if I read it to my preschoolers they would have a blast saying the word for me as I pointed to it. I know that repetition is the best thing for them at that age with word recognition and letter sounds. We just got done painting bumble bees yesterday, and I really wish I had the book on me to introduce them to the art project. I am still excited to read it to them when I get the book though!
As I was reading this story out loud tonight, I realized how frustrating the word "buzz" became, especially to an audience full of college students. However, I know that if I read it to my preschoolers they would have a blast saying the word for me as I pointed to it. I know that repetition is the best thing for them at that age with word recognition and letter sounds. We just got done painting bumble bees yesterday, and I really wish I had the book on me to introduce them to the art project. I am still excited to read it to them when I get the book though!
Wong: Apple Pie 4th of July
Wong, Janet S. Apple Pie 4th of July. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2002.
This story was very touching to me in a way I didn't expect. The young girl narrating the story was biased towards the American culture. However, she was able to see that people did in fact want Chinese food on an American holiday. I have witnessed many other children hold a bias like this towards other cultures that are not their own. As a future teacher, I would use this book to help explain how different cultures exsist in the United States.
Also, based on the discussions held in class tonight, I agree that the illustrations are incredibly well drawn out. A child can easily see how the girl is feeling throughout the book, and it helps the reader set the tone.
This story was very touching to me in a way I didn't expect. The young girl narrating the story was biased towards the American culture. However, she was able to see that people did in fact want Chinese food on an American holiday. I have witnessed many other children hold a bias like this towards other cultures that are not their own. As a future teacher, I would use this book to help explain how different cultures exsist in the United States.
Also, based on the discussions held in class tonight, I agree that the illustrations are incredibly well drawn out. A child can easily see how the girl is feeling throughout the book, and it helps the reader set the tone.
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