Sunday, May 20, 2012
Budget cut=THFAR
Things happen for a reason!
One of the things I was praying about last year when I was on the excess list from my home school, Sheridan Elementary, was to make more friends! I have to say my prayers were answered. I cannot ignore that God gives me the desires of my heart, but only when they benefit me and others =-). I have met a wonderful group of young women this year at Horne Elementary, and I'm very thankful for them! They will be invited to my wedding this summer (yes, I'm getting MARRIED!!!) because I know we're going to be friends long past this school year! My awesome new girl friends are all leaving me for bigger and better things this year! I will miss them dearly. However, I have a few good co-workers staying behind, and I look forward to another year with them. Go Hound Dogs!
One of the things I was praying about last year when I was on the excess list from my home school, Sheridan Elementary, was to make more friends! I have to say my prayers were answered. I cannot ignore that God gives me the desires of my heart, but only when they benefit me and others =-). I have met a wonderful group of young women this year at Horne Elementary, and I'm very thankful for them! They will be invited to my wedding this summer (yes, I'm getting MARRIED!!!) because I know we're going to be friends long past this school year! My awesome new girl friends are all leaving me for bigger and better things this year! I will miss them dearly. However, I have a few good co-workers staying behind, and I look forward to another year with them. Go Hound Dogs!
Blog Views?
How my Blog has been viewed 11 times today, 5 times yesterday, and a total of 80 this month is beyond me! I haven't been actively writing on this thing for a very long time, and I have no followers. However, someone or people are "listening". Therefore, I'm writing!
Educational Budget Cuts
Due to the current budget cuts, I am currently without an official teaching position for next year. My district decided to change the student-teacher ratio to 25:1 for K-4 which meant an "excess list" was created for schools who all of a sudden had extra teachers due to very low numbers this year. Even though it is my 3rd year at this school within this district, I got placed on the list. I've been waiting to hear from another principal since March 9. It was a very stressful time trying to finish out the school year, but luckily I love my job so I threw all my stress and energy into finishing strong and continuing to do my best. Other districts within the Houston area started laying off teachers for the 2011-2012 school year. Many teachers were receiving "pink slips". I was and still am thankful that my district was not a part of that! However, the fact that I don't know what grade I'm teaching and what school I'm going to be teaching at come 2 months is still pretty stressful! And frustrating. If the district didn't go by schools' last hired, first fired (on the excess list...not fired! but the saying goes...) then I would be safe! The district hired over 700 new teachers last year, and only 200 something were on the excess list. Please explain to me how 3rd and 4th year teachers weren't safe, but hundreds of 1st year teachers were safe!? Makes no sense to me!
Thursday, July 23, 2009
Pure Bliss
I never really thought about having the summers off when I decided to become a teacher. I haven't had a summer off ever! Not really...Even as a child in elementary school and on through college I always had something going on during the summers; some kind of responsibility. Whether it be getting up at 6am to go to swim practice or taking summer school courses while working part time, I've never had a free summer! Until now...
These past two months of summer have been something out of a dream. I have done nothing but have fun! Laying out by the pool, reading novels, going to the lake and the beach, spending time with my new squeeze, playing volleyball and soccer, eating out at new restaurants and hitting up trendy dance clubs on the weekends are some of the activities I've been doing in my past time. I went to Wisconsin for a week and enjoyed some cool weather and quality family time with my Papa and some cousins, and I'm going to Vegas next week! I am completely and totally blissfully happy!
Even though I am having a lot of fun, being the professional that I am, I've kept up on my reading for literacy stations and classroom management. I want to be prepared for my first year as a classroom teacher =) As a PRE-K teacher!! I've organized all my stuff and have all the decorations I want for my classroom. I just need to work on what I am going to get for the kiddos on their first day. I am incredibly excited to meet my new students! In fact, I miss them and I haven't even met them yet. If you are a teacher and you love your job as much as I do, then you know exactly what I mean. I feel a little overwhelmed, but I have a lot of support behind me.
I did not want school to end back in May. For some reason I was dreading having so much free time over the summer months. Then suddenly, this has been the best summer of my life. I've had incredible adventures and experiences and I've made several great new friends. Of course I don't want it to end! However, I know that I'll be super stoked to start work again and keep my role up as a teacher. It is, after all, I believe to be one of my main purposes here in this life.
These past two months of summer have been something out of a dream. I have done nothing but have fun! Laying out by the pool, reading novels, going to the lake and the beach, spending time with my new squeeze, playing volleyball and soccer, eating out at new restaurants and hitting up trendy dance clubs on the weekends are some of the activities I've been doing in my past time. I went to Wisconsin for a week and enjoyed some cool weather and quality family time with my Papa and some cousins, and I'm going to Vegas next week! I am completely and totally blissfully happy!
Even though I am having a lot of fun, being the professional that I am, I've kept up on my reading for literacy stations and classroom management. I want to be prepared for my first year as a classroom teacher =) As a PRE-K teacher!! I've organized all my stuff and have all the decorations I want for my classroom. I just need to work on what I am going to get for the kiddos on their first day. I am incredibly excited to meet my new students! In fact, I miss them and I haven't even met them yet. If you are a teacher and you love your job as much as I do, then you know exactly what I mean. I feel a little overwhelmed, but I have a lot of support behind me.
I did not want school to end back in May. For some reason I was dreading having so much free time over the summer months. Then suddenly, this has been the best summer of my life. I've had incredible adventures and experiences and I've made several great new friends. Of course I don't want it to end! However, I know that I'll be super stoked to start work again and keep my role up as a teacher. It is, after all, I believe to be one of my main purposes here in this life.
Friday, April 24, 2009
Positive Relationships
Very recently I've had to "kick" a 4th grader out of one of my groups that comes to see me for reading help every day. For the two months I worked with him before Spring Break he was one of the hardest working, most eager to learn, and ready to please (by following directions/participating in discussions) students. However, progressively after SB he started to act out. At first it was little things, like making snide remarks to a peer at my table and hurting their feelings. Then it was throwing a fit about not wanting to read a certain book or do a certain activity. Finally, all three hit constantly throughout lessons and he argued with me constantly with issues that were made very clear from the get-go. Anyways, finally this week I decided enough was enough. I had been giving him reminders to do the right thing, be respectful, say nice things or don't say anything at all, and I even taught him how to "argue" respectively. Nothing stuck. I decided to cut the cord on him coming to small group. He was angry with me, and I was very disappointed in him. I also felt like I had failed, but the very moment I thought that I reminded myself that if I kept letting him treat me like that I was letting him walk all over me, and I wouldn't be doing him any good in the long run.
Well, the next couple of days when he saw me in the hallway he would scowl at me. On the third day, when I went to go pick up the group he was begging me to come back. I said no, calmly, and he begged again for another chance. I pulled him out in the hallway so the class couldn't hear us talking and asked him how many chances he'd already had from me. His eyes hit the floor and he said oh so sadly, "too many". My heart sank for the kid but I stood firm. I let him know that even though he lost the privilege of getting extra help with me that it didn't mean I no longer cared about him. I told him he is one of the reasons I love doing what I do, and I asked him to bring the old him back and return to the hard working, respectful, happy student I once saw in him. I also told him if I saw a genuine change in him over a period of time, he may even earn his spot back in my group.
Now when I see him in the hallway it's all smiles and hellos. It was very important to me that he know I was not going to hold a grudge against him. He really is such a sweet kid and I do miss working with him. Well, the old him. It's been bugging the heck out of me as to why he suddenly changed. I think maybe there is a lesson or two to be learned from this for me as well.
Well, the next couple of days when he saw me in the hallway he would scowl at me. On the third day, when I went to go pick up the group he was begging me to come back. I said no, calmly, and he begged again for another chance. I pulled him out in the hallway so the class couldn't hear us talking and asked him how many chances he'd already had from me. His eyes hit the floor and he said oh so sadly, "too many". My heart sank for the kid but I stood firm. I let him know that even though he lost the privilege of getting extra help with me that it didn't mean I no longer cared about him. I told him he is one of the reasons I love doing what I do, and I asked him to bring the old him back and return to the hard working, respectful, happy student I once saw in him. I also told him if I saw a genuine change in him over a period of time, he may even earn his spot back in my group.
Now when I see him in the hallway it's all smiles and hellos. It was very important to me that he know I was not going to hold a grudge against him. He really is such a sweet kid and I do miss working with him. Well, the old him. It's been bugging the heck out of me as to why he suddenly changed. I think maybe there is a lesson or two to be learned from this for me as well.
Wednesday, April 15, 2009
Professional Development
So every year there is a professional development requirement of 25 off-contract hours. However, for me, since I was just coming in mid-year, I only had to get 12 hours. I actually made it! Also, on top of that to my surprise, the three days of training I had for ARIP counted as on-contract professional development. Plus my off-contract hours meeting with my mentor, Cynthia, counted as well. So, I am going to be PAID $10/hr for every hour that exceeds 25 hours, even though some of it was on-contract. I was wondering though—since I’m coming in mid-year and the requirement for me was only 12 hours, why I am only getting paid for going over 25 and not 12?? Just a thought! It doesn’t seem fair. =)
So, I thought maybe I should talk a little bit about what I learned in my professional development hours. I took a “how to handle the hard to handle” class which was about how to discipline those children who fly off the handle and throw temper tantrums. I actually really enjoyed that class. My favorite way to cope with these children is to just repeat everything they say back to you in a calm tone. It’s hilarious, and it works! I use it all the time. For instance, a student of mine might say “I hate coming here!!”, and I’ll repeat back to him in a calm voice, “You hate coming here.” Then he’ll scream, “I hate school! I’m never coming back!”, and I’ll repeat back in a calm voice, “You hate coming here and you are never coming back.” He shuts up. Success!
I also took a PBIS intro class. It’s just like PBS from Lubbock ISD. It’s all about positive behavior in disciplining where teachers look for students doing positive behavior and praise them/thank them for following the specific instructions. It does NOT work for every child. And honestly I’m starting to get really fed up with the way some kids are acting these days. SOME act like they own the world. When I was a kid I wouldn’t have the guts to say and ask and treat adults the way some kids seem to do now. I think it is extremely disturbing! When I was a child I said yes ma’am and yes sir. No if ands or buts about it! Scary the way kids think that is asking too much now a day.
MORE TO COME…
So, I thought maybe I should talk a little bit about what I learned in my professional development hours. I took a “how to handle the hard to handle” class which was about how to discipline those children who fly off the handle and throw temper tantrums. I actually really enjoyed that class. My favorite way to cope with these children is to just repeat everything they say back to you in a calm tone. It’s hilarious, and it works! I use it all the time. For instance, a student of mine might say “I hate coming here!!”, and I’ll repeat back to him in a calm voice, “You hate coming here.” Then he’ll scream, “I hate school! I’m never coming back!”, and I’ll repeat back in a calm voice, “You hate coming here and you are never coming back.” He shuts up. Success!
I also took a PBIS intro class. It’s just like PBS from Lubbock ISD. It’s all about positive behavior in disciplining where teachers look for students doing positive behavior and praise them/thank them for following the specific instructions. It does NOT work for every child. And honestly I’m starting to get really fed up with the way some kids are acting these days. SOME act like they own the world. When I was a kid I wouldn’t have the guts to say and ask and treat adults the way some kids seem to do now. I think it is extremely disturbing! When I was a child I said yes ma’am and yes sir. No if ands or buts about it! Scary the way kids think that is asking too much now a day.
MORE TO COME…
Monday, April 13, 2009
Where do you go when you're in a bad mood?
I go to work!!
I woke up on the wrong side of the bed this morning. I can't even remember the last time I was this cranky! I went to Starbucks before work for a pick me up and some lady in a big truck completely cut me off in the drive through line. It was all I could do to not ram my car into her truck. There would've been little left of my car, anyways, so I really talked myself into calming down! I got to work without speeding (to prevent road rage!) and vented to two co-workers and still was in a bad mood. I planned for the rest of the week and that didn't make me feel much better either. So, I went to greet the kids at the door. Nothing picks me up more than seeing sleepy-eyed children light up at the sight of seeing me! I got hugs from all the students I teach, which made my day, of course. This is something I started doing a couple months ago when I have time in the mornings. It is so important to me to see kids greeted with smiles and "Good mornings", "Have a great day", "Cool hair", and "Great to see ya's". By the looks on their faces I swear it makes their day as well, and not just mine. It's invigorating to spread good cheer.
Well, even after that I was still in a bad mood. My good cheer stopped at the door. =( I did finally get rid of the bitterness after lunch, and I didn't have to force the smiles anymore! Also, I did finally realize why I was in such a bad mood. It's crazy how things can sneak up on you sometimes!
Where do you go when you're in a bad mood? Have you ever had to put on a smile when all you wanted to do was scowl?
I woke up on the wrong side of the bed this morning. I can't even remember the last time I was this cranky! I went to Starbucks before work for a pick me up and some lady in a big truck completely cut me off in the drive through line. It was all I could do to not ram my car into her truck. There would've been little left of my car, anyways, so I really talked myself into calming down! I got to work without speeding (to prevent road rage!) and vented to two co-workers and still was in a bad mood. I planned for the rest of the week and that didn't make me feel much better either. So, I went to greet the kids at the door. Nothing picks me up more than seeing sleepy-eyed children light up at the sight of seeing me! I got hugs from all the students I teach, which made my day, of course. This is something I started doing a couple months ago when I have time in the mornings. It is so important to me to see kids greeted with smiles and "Good mornings", "Have a great day", "Cool hair", and "Great to see ya's". By the looks on their faces I swear it makes their day as well, and not just mine. It's invigorating to spread good cheer.
Well, even after that I was still in a bad mood. My good cheer stopped at the door. =( I did finally get rid of the bitterness after lunch, and I didn't have to force the smiles anymore! Also, I did finally realize why I was in such a bad mood. It's crazy how things can sneak up on you sometimes!
Where do you go when you're in a bad mood? Have you ever had to put on a smile when all you wanted to do was scowl?
Stuck on Twilight...
Ok I caved...I'm reading it again! I'm almost done haha. I tried to explain to Mom why I like it so much. For the most part, it's comforting. It relaxes me, calms me down, and keeps my hopeless romantic thoughts alive. I am holding out for a relationship like Bella and Edward's. I do not expect it to be EXACTLY like theirs at all because I know it is a fictional story. However, I do think a relationship with that much passion, compassion, compromise, care, responsibility and friendship can and does indeed exist. Call me crazy if you'd like, but I don't care!! I have seen relationships similar to Bella and Edward's in real life. Take my grandparents, for example. Anyone who had seen Arnie and Marilyn together in their 57 years of marriage can tell you it's real. My grandpa took care of his wife in sickness, as the vows state, for over 40 years. FORTY! Now that is commitment. Also, there is my parents' relationship. They've been together for almost 34 years and married for almost 28. Their relationship has had Bella and Edward moments. I've witnessed them all lovey dovey and it makes me want to gag, but at the same time I am thrilled that my parents are still happy. Also, my life-long friends Courtney, Sally and Megan have gotten married all within about two years ago. When I've seen them together with their significant others I can tell you they all have married their best friends. You can tell they are in love and also they have a very strong friendship with their spouse. That is so important! I am sure they are going to drive their spouses up a wall from time to time, and visa versa, but they will always have their friendship to keep them bonded and fall back on. So there you have it: proof that the "Twilight" love can exist!! Feel free to agree or disagree. I'd love to hear your side of things!!
Thursday, April 9, 2009
*Twilight*
Ohhh Twilight! Yes, I jumped on the bandwagon this past August when my good friend Amanda forced me to read it after talking about it all summer long. I made fun of her, of course, for being in love with a vampire from a teen series, but I was going home to visit family and I go through novels like they're candy when I'm home, so I decided to finally give it a go. I fell in love! Not with Edward but with the love story between Bella and Edward--I want that, of course! Who wouldn't want that kind of romance in their life!? Anyways, I read the whole saga in 5 days. My eyes hurt but I didn't care! Well, when I did my student teaching last semester I read them again, but I took my time and read other books at the same time too. I enjoyed them more because I realized I had missed a lot my first time around. The reason I'm writing about it now is because four nights ago I decided to read them again. Why? Who knows? Maybe it's because I'm lacking romance in my life right now! Hey at least I can admit it! Anyways, I can't do it. I've gotten through the first chapter and that's IT! The reason, I think, is because I'm not going to find that kind of love by reading the dang thing over and over again. You're probably thinking, "Well duh, Heather!" I know it's not real, and real love is hard and involves compromise, but it's still nice to fall back into that comfort zone. Is that so bad!? My mind seems to have had enough...
....just a thought.
....just a thought.
Lori, the Stacies =), Cynthia, Jennifer, Cindy, Tamara, Frances, Ruth...
Some of the women on the Sheridan team that have helped make my last few months smoother than I thought possible. Just wanted to acknowledge them now. Thank you ladies!! From behavioral guidance to scheduling issues to advice on making small groups more interesting and just being a great ear -- thank you!!
THE REAL WORLD
First of all, I would like to start off by saying that I absolutely love teaching. It is my passion and definitely where I'm suppose to be career wise. I work at a Title 1 school with students who are struggling in reading, mainly because of another language barrier. The kids are precious. Absolutely precious! And they say the most ridiculous stuff! That will come later though...I am seriously considering writing a book about all the funny yet insightful things children say. Their young minds are fascinating!
Okay...rewinding a little bit. I left Lubbock on December 10, 2008 and haven't looked back yet. I was saddest to leave the snow, and of course my handful of friends that are still living there, but other than them all my other friends had moved on. That place was too stuffy/crowded for me. I am definitely a city girl. Anyways, when I arrived at my parents' house in Kingwood the night of the 11Th it snowed, and somehow I knew that God was going to comfort me in all I was about to go through. You see, at this point 4 months ago, I had no idea where the heck I was going to end up! I had applied EVERYWHERE and was hounding districts for interviews. I got 6 with Cy-Fair ISD and went for it. I actually ended up with a choice of 3 different schools, and I chose Sheridan. I couldn't be happier! The staff at my school is amazing. They are so supportive and outgoing and fun to be around! So, I had a job and was super stoked. The 2 week Holiday went by and I was able to catch up with all my friends and family that were in town. Then school started. I was so stinkin' nervous! I think they scariest part was that my area to work in was the corner of the library. To someone who has always had walls, it was a little terrifying. I felt like I was on display! Now I'm use to it though, and the kids love coming to visit me knowing I'm always going to be there for them in plain sight. And, for the most part, I am able to keep the voices of my students dialed down =) haha... The relationships I've made with the students is something I've always dreamed about having. I had awesome relationships with my teachers growing up, and I wanted to pass that on. I feel blessed to have the chance now.
I lived with mom and dad until the last weekend of February. That was interesting to say the least! Now I live with a childhood friend whom I've stayed in touch with over the years; Marigny. We are both neat freaks as far as the kitchen/living room goes, and we both work the same hours and have the same lifestyle, so it's working out very nicely! It's nice to have her around =) It is also nice to have my parents only 45 minutes away. Oh my GOSH I can't even explain how much I cherish that! Being 9 hrs away from them really sucked over the years, and again I feel BLESSED to have them so close by. I'm not ashamed to admit they are my best friends. Greatest people you will ever meet!
Alright, I have made a promise to myself to update this more often. I just got a laptop a week ago and I'm on it all the time, so there are no excuses! Stay tuned!
Okay...rewinding a little bit. I left Lubbock on December 10, 2008 and haven't looked back yet. I was saddest to leave the snow, and of course my handful of friends that are still living there, but other than them all my other friends had moved on. That place was too stuffy/crowded for me. I am definitely a city girl. Anyways, when I arrived at my parents' house in Kingwood the night of the 11Th it snowed, and somehow I knew that God was going to comfort me in all I was about to go through. You see, at this point 4 months ago, I had no idea where the heck I was going to end up! I had applied EVERYWHERE and was hounding districts for interviews. I got 6 with Cy-Fair ISD and went for it. I actually ended up with a choice of 3 different schools, and I chose Sheridan. I couldn't be happier! The staff at my school is amazing. They are so supportive and outgoing and fun to be around! So, I had a job and was super stoked. The 2 week Holiday went by and I was able to catch up with all my friends and family that were in town. Then school started. I was so stinkin' nervous! I think they scariest part was that my area to work in was the corner of the library. To someone who has always had walls, it was a little terrifying. I felt like I was on display! Now I'm use to it though, and the kids love coming to visit me knowing I'm always going to be there for them in plain sight. And, for the most part, I am able to keep the voices of my students dialed down =) haha... The relationships I've made with the students is something I've always dreamed about having. I had awesome relationships with my teachers growing up, and I wanted to pass that on. I feel blessed to have the chance now.
I lived with mom and dad until the last weekend of February. That was interesting to say the least! Now I live with a childhood friend whom I've stayed in touch with over the years; Marigny. We are both neat freaks as far as the kitchen/living room goes, and we both work the same hours and have the same lifestyle, so it's working out very nicely! It's nice to have her around =) It is also nice to have my parents only 45 minutes away. Oh my GOSH I can't even explain how much I cherish that! Being 9 hrs away from them really sucked over the years, and again I feel BLESSED to have them so close by. I'm not ashamed to admit they are my best friends. Greatest people you will ever meet!
Alright, I have made a promise to myself to update this more often. I just got a laptop a week ago and I'm on it all the time, so there are no excuses! Stay tuned!
Tuesday, October 14, 2008
Sad to Leave, Not Quite Ready to Move On...
I met with my 2ND split teacher today and as it turns out, she is my current school's Principal's sister. What a small town! I told her I feel all special now having so many connections with people who have connections =) I'll be teaching second grade next to her and I'm so excited to meet all her kids. I'm nervous as well though because I know a lot more planning and time will go into second graders! I'm sure I'll do fine though. A little nerves never hurt anybody.
While I'm mentally preparing for what my second split entails, I am having to finish out a unit in social studies with my current teacher's class while observing other teachers in the building and getting ready to say goodbye to the kids, my mentor, and Smith staff. It's been a busy week so far, and I feel so blessed to have the opportunity to see other teachers. I have felt so comfortable with this school as it reminds me very much of the one I went to in Kingwood. I am going to be VERY sad to leave.
While I'm mentally preparing for what my second split entails, I am having to finish out a unit in social studies with my current teacher's class while observing other teachers in the building and getting ready to say goodbye to the kids, my mentor, and Smith staff. It's been a busy week so far, and I feel so blessed to have the opportunity to see other teachers. I have felt so comfortable with this school as it reminds me very much of the one I went to in Kingwood. I am going to be VERY sad to leave.
Thursday, October 9, 2008
Miss Independent
For the past three weeks of my full teach my cooperating teacher has been in the room with me. Today, she was not, and let's just say I finally see what my weakness is! Discipline...
I am TOO NICE to the kids, and today I had to have some of them get their folders out for not listening and talking after being asked not to repeatedly. I'm not sure if there was something in the air, or if it's because the "real" teacher wasn't in the room, or if I was not being "strict" enough, but I had a hard time getting the kids to work independently after our teach/discussion time. It really bummed me out!
It wasn't every student or every class that had a hard time listening today, and the kids truly understood the concept of today's lesson, but I just feel frustrated for not being taken seriously! With my preschoolers in the past, I was able to play and goof off with them but when I spoke in a serious tone they responded and listened and still understood I was in charge. It doesn't seem to work that way with 4Th grade. You joke and goof off with them and let them tell you stories and you're stuck in that position! Yikes...
This is why I chose an upper grade though--because I've had the least experience in that area and because I knew this was the time (student teaching) to learn and experience as much as possible, and that includes making mistakes. Now I know what I can work on!!
I am TOO NICE to the kids, and today I had to have some of them get their folders out for not listening and talking after being asked not to repeatedly. I'm not sure if there was something in the air, or if it's because the "real" teacher wasn't in the room, or if I was not being "strict" enough, but I had a hard time getting the kids to work independently after our teach/discussion time. It really bummed me out!
It wasn't every student or every class that had a hard time listening today, and the kids truly understood the concept of today's lesson, but I just feel frustrated for not being taken seriously! With my preschoolers in the past, I was able to play and goof off with them but when I spoke in a serious tone they responded and listened and still understood I was in charge. It doesn't seem to work that way with 4Th grade. You joke and goof off with them and let them tell you stories and you're stuck in that position! Yikes...
This is why I chose an upper grade though--because I've had the least experience in that area and because I knew this was the time (student teaching) to learn and experience as much as possible, and that includes making mistakes. Now I know what I can work on!!
Wednesday, October 8, 2008
STUDENT TEACHING!!!!!!!!!
First of all, I would just like to apoligize for not posting in so long. It's unacceptable, I know!! I'm not one to give excuses because I don't believe in them =), but everytime I remembered to update this there were just too many topics going though my head and it was a little overwhelming! I took 12 hours of post-BAC classes this summer, and, although it was truly a great experience, it was exhausting and draining! So, please understand!? Okay thanks! =)
So, here I am in October and about six weeks into student teaching, which is amazing by the way, and I'm just now updating! I am at Preston Smith Elementary teaching 4th grade English and Social Studies. Until about mid-week last week it felt a little aukward because 9 year olds are far different from 2-4 year olds, but the kids respond to me well and I love them dearly! The other student teachers at Smith and I have decided we don't want to leave and we're just going to stay there forever! Unfortunately, we start our second split on October 20th, and I know that it's going to be just as great of an experience, but still! I don't want to leave Smith! Not the kids or the 4th grade team of teachers or my AMAZING mentor, Joyce Ray. She has truly been a blessing in my life, and I could not have asked for a better mentor guiding me through 4th grade English! Speaking of which, she is taking the whole day off tomorrow which means I'm in charge and need to get a great night's sleep. I promise not to take 4 months off before updating again!
So, here I am in October and about six weeks into student teaching, which is amazing by the way, and I'm just now updating! I am at Preston Smith Elementary teaching 4th grade English and Social Studies. Until about mid-week last week it felt a little aukward because 9 year olds are far different from 2-4 year olds, but the kids respond to me well and I love them dearly! The other student teachers at Smith and I have decided we don't want to leave and we're just going to stay there forever! Unfortunately, we start our second split on October 20th, and I know that it's going to be just as great of an experience, but still! I don't want to leave Smith! Not the kids or the 4th grade team of teachers or my AMAZING mentor, Joyce Ray. She has truly been a blessing in my life, and I could not have asked for a better mentor guiding me through 4th grade English! Speaking of which, she is taking the whole day off tomorrow which means I'm in charge and need to get a great night's sleep. I promise not to take 4 months off before updating again!
Sunday, June 1, 2008
FIRST assignment of the Summer...
Assignment #1-- Write and Submit Personal Statement : describe academic interest areas, experiences with children, hometown, where you want to teach, expertise (academic work or personal experiences) that are relevant to social studies and/or teaching project, goals for certification program. Post on webct Discussion by 6 a.m. Monday, June 2.
My name is Heather Walker; I’m 23 years old and READY to graduate!! I’m from Kingwood, TX, which is a suburb of northeast Houston. My dream for the start of my teaching career is to work in Colorado. I have always wanted to live there. My heart yearns to be in that state! So, hopefully, I will get to experience that sometime very soon!
Working with kids is my passion in life, and I was blessed to have discovered this at a very early age. I was barely 12 when I took my first babysitting job and even though a 3 month old screaming baby scared me to death, I was hooked! I loved playing “house” so-to-speak with her and her 4 year old brother. I loved knowing that I could protect them and keep them safe. I also loved playing with them and gaining their respect. That 3 month old baby is now a beautiful 12 year old young woman whom I still have the pleasure of knowing. It’s only right that the first child I ever babysat I am still attached to in a way!
I guess for the last six years preschoolers have been my specialty. When I was 17 I started working for Kumon Learning Center in the preschool room. The youngest child I “tutored” was three, and he was a genius! At least I thought so. He could read and write already. It was awesome. During the first couple of summers of college I taught swim lessons to 3-5 year olds and even some “mommy and me” classes at the YMCA in my hometown. I had the time of my life those summers! Not only did I learn immensely about little ones, I enjoyed being surrounded by amazing kids and parents. Right before I turned 21 I started working for a company called Bodyworks here in Lubbock in the Kid’s Club, which is sort of like a babysitting service. Parents dropped off their kids while they worked out for a couple of hours and I entertained them. Mostly I just supervised. It was fun though because I joined in the kids’ activities and they looked up to me as the “cool adult”. I also learned to know when to put my foot down and BE the adult and still keep the kids’ respect. Overall, it was a great learning experience and I have no doubts those experiences will help me become the amazing teacher I dream of being.
Last but not least, for the last 8 months I have been working at TEGA here in Lubbock as a preschool teacher. I cannot even begin to explain how this experience has shaped me; you just have to see me in action in order to completely fathom how this place transformed me. To sum up though, I feel very comfortable in dealing with parents and family members and adjusting to their wants and needs, I know now that this age group is not an area I want to pursue for the rest of my life (hahaha, but I will miss these kidos terribly), I know that kids need structure and stability EVERY day and this includes who their teachers are (I totally understand why kids go crazy when they have subs—it throws them out of their comfort zone and they don’t know what to do!), I learned that angered or frustrated responses get me and the class nowhere, I know that kids need love and compassion around the clock (which is my favorite to give), and I know that all activities I do with my students need to relate to them and be a fun thing to do for everyone. Teaching is definitely, the MOST challenging job I have ever had. That’s what I love about it though, it keeps my on my toes. Plus I get to receive hugs everyday for no reason. What other job can beat than?!
My academic interests growing up were math and reading and sometimes science. When I was in 9th grade I loved geography because we colored maps of the world. Wow, that sounds lame now but it was true back then! I actually have hardly any skills let alone expertise in the subject of social studies, but realizing this now will help me pay twice as much attention during class! Honestly, I have never enjoyed social studies but I feel like it is not entirely my fault. I always had teachers in the subject who talked in monotone and made us copy the words and definitions over and over again from the back of the book.
My goal for the certification program is to be able to apply what I have learned in my classes to my experiences I have had already with children to better shape myself into the teacher I want to become. I want my students to be as passionate about school as I was in my elementary years. I hope I can be that person they wake up in the mornings looking forward to see.
My name is Heather Walker; I’m 23 years old and READY to graduate!! I’m from Kingwood, TX, which is a suburb of northeast Houston. My dream for the start of my teaching career is to work in Colorado. I have always wanted to live there. My heart yearns to be in that state! So, hopefully, I will get to experience that sometime very soon!
Working with kids is my passion in life, and I was blessed to have discovered this at a very early age. I was barely 12 when I took my first babysitting job and even though a 3 month old screaming baby scared me to death, I was hooked! I loved playing “house” so-to-speak with her and her 4 year old brother. I loved knowing that I could protect them and keep them safe. I also loved playing with them and gaining their respect. That 3 month old baby is now a beautiful 12 year old young woman whom I still have the pleasure of knowing. It’s only right that the first child I ever babysat I am still attached to in a way!
I guess for the last six years preschoolers have been my specialty. When I was 17 I started working for Kumon Learning Center in the preschool room. The youngest child I “tutored” was three, and he was a genius! At least I thought so. He could read and write already. It was awesome. During the first couple of summers of college I taught swim lessons to 3-5 year olds and even some “mommy and me” classes at the YMCA in my hometown. I had the time of my life those summers! Not only did I learn immensely about little ones, I enjoyed being surrounded by amazing kids and parents. Right before I turned 21 I started working for a company called Bodyworks here in Lubbock in the Kid’s Club, which is sort of like a babysitting service. Parents dropped off their kids while they worked out for a couple of hours and I entertained them. Mostly I just supervised. It was fun though because I joined in the kids’ activities and they looked up to me as the “cool adult”. I also learned to know when to put my foot down and BE the adult and still keep the kids’ respect. Overall, it was a great learning experience and I have no doubts those experiences will help me become the amazing teacher I dream of being.
Last but not least, for the last 8 months I have been working at TEGA here in Lubbock as a preschool teacher. I cannot even begin to explain how this experience has shaped me; you just have to see me in action in order to completely fathom how this place transformed me. To sum up though, I feel very comfortable in dealing with parents and family members and adjusting to their wants and needs, I know now that this age group is not an area I want to pursue for the rest of my life (hahaha, but I will miss these kidos terribly), I know that kids need structure and stability EVERY day and this includes who their teachers are (I totally understand why kids go crazy when they have subs—it throws them out of their comfort zone and they don’t know what to do!), I learned that angered or frustrated responses get me and the class nowhere, I know that kids need love and compassion around the clock (which is my favorite to give), and I know that all activities I do with my students need to relate to them and be a fun thing to do for everyone. Teaching is definitely, the MOST challenging job I have ever had. That’s what I love about it though, it keeps my on my toes. Plus I get to receive hugs everyday for no reason. What other job can beat than?!
My academic interests growing up were math and reading and sometimes science. When I was in 9th grade I loved geography because we colored maps of the world. Wow, that sounds lame now but it was true back then! I actually have hardly any skills let alone expertise in the subject of social studies, but realizing this now will help me pay twice as much attention during class! Honestly, I have never enjoyed social studies but I feel like it is not entirely my fault. I always had teachers in the subject who talked in monotone and made us copy the words and definitions over and over again from the back of the book.
My goal for the certification program is to be able to apply what I have learned in my classes to my experiences I have had already with children to better shape myself into the teacher I want to become. I want my students to be as passionate about school as I was in my elementary years. I hope I can be that person they wake up in the mornings looking forward to see.
Saturday, April 19, 2008
Knuffle Bunny Too: A Case of Mistaken Identity
Willems, Mo. Knuffle Bunny Too: A Case of Mistaken Identity. New York: Hyperion Books for Children. 2007.
What I thought of the book…
This book is about a little girl who finds out her knuffle bunny also belongs to someone else in her class. The two girls who have the same bunny do not hit if off right away and fight over who’s is better, or more ‘real’ I guess. At the end the girls become best friends, and it is just so sweet to see them hug! Willems is such a great author and is actually a several time Emmy winner for his Sesame Street writings, and he is also a Caldecott Honor Winner for a couple of his books. I recommend this book for children aged 3-6, just like the book says inside the front cover. I think preschool-Kindergarten is a good match for this book. I think first grade might be stretching it a bit, but then again I guess it would just depend on the interests of one’s students or children.
Craft Lesson…
I would schedule a show and tell day before I actually showed this book to the class, and I would make sure they knew to bring in something they cannot sleep without. After reading the book, I would let each child take turns sharing their type of “knuffle bunny” to the class. From watching my preschoolers I have learned that kids love to share their toys and parts of their life with other friends and especially teachers. While the kids take turns sharing, the kids will have to work on staying quiet and respecting whoever is up at the front explaining their toy. It is a great way to introduce what patience feels like to kids! Of course, I will have to explain everything very carefully before letting the children start taking turns. How you present things with young ones is half the battle, as I have learned the hard way!
What I thought of the book…
This book is about a little girl who finds out her knuffle bunny also belongs to someone else in her class. The two girls who have the same bunny do not hit if off right away and fight over who’s is better, or more ‘real’ I guess. At the end the girls become best friends, and it is just so sweet to see them hug! Willems is such a great author and is actually a several time Emmy winner for his Sesame Street writings, and he is also a Caldecott Honor Winner for a couple of his books. I recommend this book for children aged 3-6, just like the book says inside the front cover. I think preschool-Kindergarten is a good match for this book. I think first grade might be stretching it a bit, but then again I guess it would just depend on the interests of one’s students or children.
Craft Lesson…
I would schedule a show and tell day before I actually showed this book to the class, and I would make sure they knew to bring in something they cannot sleep without. After reading the book, I would let each child take turns sharing their type of “knuffle bunny” to the class. From watching my preschoolers I have learned that kids love to share their toys and parts of their life with other friends and especially teachers. While the kids take turns sharing, the kids will have to work on staying quiet and respecting whoever is up at the front explaining their toy. It is a great way to introduce what patience feels like to kids! Of course, I will have to explain everything very carefully before letting the children start taking turns. How you present things with young ones is half the battle, as I have learned the hard way!
Wednesday, April 16, 2008
Annotated Bibliography
Banyai, Istvan. Zoom. New York: Puffin Books, 1998.
This is a wordless picture book of several different zoomed-in points from an airplane view. When I first looked at the book I had fun guessing the different view points the pictures would show next. I believe this book could be appreciated by any age group, but it is probably safest among mid-elementary children, most likely 1st-4th graders.
Banyai, Istvan. Re-Zoom. New York: Puffin Books, 1998.
So, I know it was a little cliché to read the “sequel” so-to-speak, but I just loved Zoom so much I wanted to see what he had done for this. I loved it! The illustrations are so cool and I loved again how I couldn’t tell where he was going to zoom from next. I just love that element of surprise! Again, I would recommend it for the same age group as Zoom.
Fleischman, Paul and Kevin Hawkes. Sidewalk Circus. Massachusetts: Candlewick, 2004.
This is yet another wordless picture book and includes scenes from a sidewalk while a young boy is sitting at a bus stop waiting for the bus to come. The boy imagines several circus events happening on the street while he waits. I think this book is best appropriate for young elementary students in kindergarten or first grade.
Fleischman, Paul. Joyful Noise: Poems for Two Voices. Illus. by Eric Beddius. New York: HarperCollins, 2005.
This Newberry Medal winner is a book about poems. These poems about insects and bugs are suppose to be read by two different people who take turns reading “meshing as a duet” as the author’s note states. I didn’t get a chance to read it with another person, but it is really cute! I think it would be a great way to introduce poems in a classroom. I would use it as a small group activity. I think students would really enjoy it! The book says it is for all ages, but I think it would be best for kids aged 9-12.
Holm, Jennifer and Matthew Holm. Babymouse: Our Hero. New York: Random House, 2005.
This book is a graphic novel about a young girl who has to play dodge ball against her will. She daydreams a lot which actually makes the book even more interesting. She pushes through her pain of having to play and actually ends up on top in the end. It is an entertaining comic, and I would recommend it to third or fourth graders.
Holm, Jennifer and Matthew Hold. Babymouse: Queen of the World! New York: Random House, 2005.
This is the first book of the Babymouse series the Holms did together. It introduces Babymouse and has more family and friends background information. In this story the most popular girl in school invites Babymouse to her sleepover, and Babymouse realizes that she has so much more fun with Wilson than this girl. It is basically about how Wilson and Babymouse became such great friends. I thoroughly enjoyed it because I finally got more background information on Babymouse. I would again recommend it for third and fourth graders.
Mora, Pat. Yum! MmMm! Que Rico!. Illus. Rafael Lopez. New York: Lee & Low, 2007.
This book is a collection of haikus as well as an information section on different kinds of foods grown all over the world. I think it is appropriate for all grade levels k-4. It is a wonderful book for introducing culture and poetry, and it is also a great informational book.
Mora, Pat. Listen to the Desert/Oye Al Desierto. Illus. by Francisco X. Mora. Clarion books, 2001.
I think this book would be good for a read aloud. The illustrations seemed a little to simple to me, but I think that it is a great way to introduce culture into children’s lives. The words are in English and in Spanish of course, and I think kids would enjoy it. I would read it aloud to K-2nd graders.
Pennypacker, Sara. Stuart's Cape. Illus. Martin Matje. New York: Scholastic, 2002.
This novel is about a young boy who is nervous about attending his first day of third grade at a new school in a new town he is completely unfamiliar with. While I didn’t enjoy the reading, I still believe it is well written and I feel children do actually appreciate this novel. I recommend it for second and third graders. It is a beginning chapter book with pictures, and I think it is a great stepping stone book for children transforming from picture books to chapter books.
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York: Random House, 1996.
Dr. Seuss did an excellent job portraying colors in this short board book. It is definitely outside the box of the Dr. Seuss books I grew up with. It is also significantly shorter! I think it is a great book for preschoolers and pre-K.
I actually grew up reading the Dr. Seuss books and I would recommend them for any child in elementary school. Well, maybe early elementary school. After about late 2nd grade the students might think they are baby and lame books. I still enjoy them though! I love how he rhymes. I plan on reading them in class to my students often.
Wong, Janet. Minn and Jake. New York: Farrar, 2003.
This book was so adorable 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. I think this book is excellent for poetry and talking about friendship. It is for 3rd and 4th graders.
Wong, Janet. Apple Pie 4th of July. Orlando: Harcourt, 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 think this book is great for a k-1st and maybe 2nd grade audience.
Wong, Janet. Buzz. Orlando: Harcourt, 2000.
As I have said before I think this book is great for word recognition and repetition. I loved the illustrations. I think this book is great for little ones! I feel prek-1st grade, early first grade, is the best age group for this book.
This is a wordless picture book of several different zoomed-in points from an airplane view. When I first looked at the book I had fun guessing the different view points the pictures would show next. I believe this book could be appreciated by any age group, but it is probably safest among mid-elementary children, most likely 1st-4th graders.
Banyai, Istvan. Re-Zoom. New York: Puffin Books, 1998.
So, I know it was a little cliché to read the “sequel” so-to-speak, but I just loved Zoom so much I wanted to see what he had done for this. I loved it! The illustrations are so cool and I loved again how I couldn’t tell where he was going to zoom from next. I just love that element of surprise! Again, I would recommend it for the same age group as Zoom.
Fleischman, Paul and Kevin Hawkes. Sidewalk Circus. Massachusetts: Candlewick, 2004.
This is yet another wordless picture book and includes scenes from a sidewalk while a young boy is sitting at a bus stop waiting for the bus to come. The boy imagines several circus events happening on the street while he waits. I think this book is best appropriate for young elementary students in kindergarten or first grade.
Fleischman, Paul. Joyful Noise: Poems for Two Voices. Illus. by Eric Beddius. New York: HarperCollins, 2005.
This Newberry Medal winner is a book about poems. These poems about insects and bugs are suppose to be read by two different people who take turns reading “meshing as a duet” as the author’s note states. I didn’t get a chance to read it with another person, but it is really cute! I think it would be a great way to introduce poems in a classroom. I would use it as a small group activity. I think students would really enjoy it! The book says it is for all ages, but I think it would be best for kids aged 9-12.
Holm, Jennifer and Matthew Holm. Babymouse: Our Hero. New York: Random House, 2005.
This book is a graphic novel about a young girl who has to play dodge ball against her will. She daydreams a lot which actually makes the book even more interesting. She pushes through her pain of having to play and actually ends up on top in the end. It is an entertaining comic, and I would recommend it to third or fourth graders.
Holm, Jennifer and Matthew Hold. Babymouse: Queen of the World! New York: Random House, 2005.
This is the first book of the Babymouse series the Holms did together. It introduces Babymouse and has more family and friends background information. In this story the most popular girl in school invites Babymouse to her sleepover, and Babymouse realizes that she has so much more fun with Wilson than this girl. It is basically about how Wilson and Babymouse became such great friends. I thoroughly enjoyed it because I finally got more background information on Babymouse. I would again recommend it for third and fourth graders.
Mora, Pat. Yum! MmMm! Que Rico!. Illus. Rafael Lopez. New York: Lee & Low, 2007.
This book is a collection of haikus as well as an information section on different kinds of foods grown all over the world. I think it is appropriate for all grade levels k-4. It is a wonderful book for introducing culture and poetry, and it is also a great informational book.
Mora, Pat. Listen to the Desert/Oye Al Desierto. Illus. by Francisco X. Mora. Clarion books, 2001.
I think this book would be good for a read aloud. The illustrations seemed a little to simple to me, but I think that it is a great way to introduce culture into children’s lives. The words are in English and in Spanish of course, and I think kids would enjoy it. I would read it aloud to K-2nd graders.
Pennypacker, Sara. Stuart's Cape. Illus. Martin Matje. New York: Scholastic, 2002.
This novel is about a young boy who is nervous about attending his first day of third grade at a new school in a new town he is completely unfamiliar with. While I didn’t enjoy the reading, I still believe it is well written and I feel children do actually appreciate this novel. I recommend it for second and third graders. It is a beginning chapter book with pictures, and I think it is a great stepping stone book for children transforming from picture books to chapter books.
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York: Random House, 1996.
Dr. Seuss did an excellent job portraying colors in this short board book. It is definitely outside the box of the Dr. Seuss books I grew up with. It is also significantly shorter! I think it is a great book for preschoolers and pre-K.
I actually grew up reading the Dr. Seuss books and I would recommend them for any child in elementary school. Well, maybe early elementary school. After about late 2nd grade the students might think they are baby and lame books. I still enjoy them though! I love how he rhymes. I plan on reading them in class to my students often.
Wong, Janet. Minn and Jake. New York: Farrar, 2003.
This book was so adorable 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. I think this book is excellent for poetry and talking about friendship. It is for 3rd and 4th graders.
Wong, Janet. Apple Pie 4th of July. Orlando: Harcourt, 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 think this book is great for a k-1st and maybe 2nd grade audience.
Wong, Janet. Buzz. Orlando: Harcourt, 2000.
As I have said before I think this book is great for word recognition and repetition. I loved the illustrations. I think this book is great for little ones! I feel prek-1st grade, early first grade, is the best age group for this book.
Shel Silverstein
Sheldon Alan “Shel” Silverstein was born on September, 25, 1930 in Chicago, IL. He grew up there and attended the Chicago School of Performing Arts and other schools surrounding the Chicago area. Shel went on to have two children, Shanna and Matt. Shanna died at the age of 11 due to a cerebral aneurysm, and Matt was born in 1983 and presumed to still be alive. Shel died during the weekend of May 8, 1999 of a heart attack. Shel was a composer, an artist, and the author of numerous books of prose and poetry for younger readers.
Shel’s writing started kicking off when he was in the military in the 1950s. He wrote adult cartoons for the newspaper, Starts and Stripes. Some of his classics include:
Uncle Shelby’s ABZ Book (1961)
Uncle Shelby's story of) Lafcadio: The Lion Who Shot Back (1963)
The Giving Tree (1964)
Where the Sidewalk Ends (1974)
A Light in the Attic (1981)
Falling Up (1996)
Runny Babbit (2005) (published posthumously)
Don't Bump the Glump! and Other Fantasies (2008, originally published in 1964)
A Light in the Attic was actually the first children’s book to be on the New York Times best sellers list, and it stayed there for 182 weeks. Publishers Weekly did an interview with Shel on February 24, 1975 where he mentions when he was a young adolescent he wanted to be a star baseball player or a hit with the girls. However, he wasn’t great at either one so he started to draw and write, and that is when he developed his own style and own talent. He definitely has a unique one! Here is a list of some of the awards and honors Shel accomplished in his life:
1974 New York Times Outstanding Book Award for Where the Sidewalk Ends
1981 Michigan Young Readers’ Award for Where the Sidewalk Ends
1981 School Library Journal Best Books Award for A Light in the Attic
1982 International Reading Association’s Children’s Choice Award for The Missing Piece Meets The Big O
1983 Buckeye Award for A Light in the Attic
1984 George G. Stone Award for A Light in the Attic and Where the Sidewalk Ends
1984 William Allen White Award for A Light in the Attic
1985 Buckeye Award for A Light in the Attic
Shel was known and appreciated by many children as well as adults. People saw him as both wicked and giddy. His work is seen as sly and serious, and gruesome as well as just plain old silly!
Bibliography
Books:
Silverstein, Shel. Uncle Shelby’s ABZ Book. Simon & Shuster: New York, NY. 1961.
Silverstein, Shel. Uncle Shelby’s story of Lafcadio: The Lion Who Shot Back. Harper & Row :New York, NY. 1963.
Silverstein, Shel. The Giving Tree. Harper & Row: New York, NY. 1964
Silverstein, Shel. The Missing Piece. Harper & Row: New York, NY. 1976
Silverstein, Shel. Where the Sidewalk Ends. HarperCollins: New York, NY. 1974
Silverstein, Shel. A Light in the Attic. Harper & Row: New York, NY. 1981
Silverstein, Shel. Falling Up. HarperCollins: New York, NY. 1996
Silverstein, Shel. Runny Babbit. HarperCollins: New York, NY. 2005.
Silverstein, Shel. Don’t Bump the Glump! and Other Fantasies. HarperCollins Publishers. New York, NY. 2008.
Essays:
Thomas, Joseph T. "Reappraising Uncle Shelby". Horn Book Magazine. May/Jun 2005, Vol 81 Issue 3, p.23-293.
Myers, Mitch. "Shel Silverstein". Rolling Stone. June 1999, Issue815, p26.
Interviews:
Lingeman, Richard. "The Third Mr. Silverstein". New York Times Book Review. April, 30, 1978.
Mercier, Jean. "Shel Silverstein." Publisher's Weekly. Feb., 24 1975
Shel’s writing started kicking off when he was in the military in the 1950s. He wrote adult cartoons for the newspaper, Starts and Stripes. Some of his classics include:
Uncle Shelby’s ABZ Book (1961)
Uncle Shelby's story of) Lafcadio: The Lion Who Shot Back (1963)
The Giving Tree (1964)
Where the Sidewalk Ends (1974)
A Light in the Attic (1981)
Falling Up (1996)
Runny Babbit (2005) (published posthumously)
Don't Bump the Glump! and Other Fantasies (2008, originally published in 1964)
A Light in the Attic was actually the first children’s book to be on the New York Times best sellers list, and it stayed there for 182 weeks. Publishers Weekly did an interview with Shel on February 24, 1975 where he mentions when he was a young adolescent he wanted to be a star baseball player or a hit with the girls. However, he wasn’t great at either one so he started to draw and write, and that is when he developed his own style and own talent. He definitely has a unique one! Here is a list of some of the awards and honors Shel accomplished in his life:
1974 New York Times Outstanding Book Award for Where the Sidewalk Ends
1981 Michigan Young Readers’ Award for Where the Sidewalk Ends
1981 School Library Journal Best Books Award for A Light in the Attic
1982 International Reading Association’s Children’s Choice Award for The Missing Piece Meets The Big O
1983 Buckeye Award for A Light in the Attic
1984 George G. Stone Award for A Light in the Attic and Where the Sidewalk Ends
1984 William Allen White Award for A Light in the Attic
1985 Buckeye Award for A Light in the Attic
Shel was known and appreciated by many children as well as adults. People saw him as both wicked and giddy. His work is seen as sly and serious, and gruesome as well as just plain old silly!
Bibliography
Books:
Silverstein, Shel. Uncle Shelby’s ABZ Book. Simon & Shuster: New York, NY. 1961.
Silverstein, Shel. Uncle Shelby’s story of Lafcadio: The Lion Who Shot Back. Harper & Row :New York, NY. 1963.
Silverstein, Shel. The Giving Tree. Harper & Row: New York, NY. 1964
Silverstein, Shel. The Missing Piece. Harper & Row: New York, NY. 1976
Silverstein, Shel. Where the Sidewalk Ends. HarperCollins: New York, NY. 1974
Silverstein, Shel. A Light in the Attic. Harper & Row: New York, NY. 1981
Silverstein, Shel. Falling Up. HarperCollins: New York, NY. 1996
Silverstein, Shel. Runny Babbit. HarperCollins: New York, NY. 2005.
Silverstein, Shel. Don’t Bump the Glump! and Other Fantasies. HarperCollins Publishers. New York, NY. 2008.
Essays:
Thomas, Joseph T. "Reappraising Uncle Shelby". Horn Book Magazine. May/Jun 2005, Vol 81 Issue 3, p.23-293.
Myers, Mitch. "Shel Silverstein". Rolling Stone. June 1999, Issue815, p26.
Interviews:
Lingeman, Richard. "The Third Mr. Silverstein". New York Times Book Review. April, 30, 1978.
Mercier, Jean. "Shel Silverstein." Publisher's Weekly. Feb., 24 1975
Zoom
Banyai, Istvan. Zoom. New York: Puffin Books, 1998.
What I thought of the book…
I thought this book was so cool! I was just so amazed by the pictures and the angles in which they were drawn. I kept trying to guess what the next picture would be once it was zoomed out, and the only ones I guessed right were the cruise ship and then the cruse ship advertisement. I didn’t know the advertisement was going to be on a bus. Anyways, I just thought it was so neat and very mesmerizing!
Craft Lesson…
After letting the kids look at the book and talk about it, I would get out a couple Polaroid cameras and let them take a picture of something or someone they choose. Then, they can either draw or paint a zoomed in or zoomed out piece of it. Afterwards, they can share with the class their take on why they chose to paint or draw from the perception that they did.
What I thought of the book…
I thought this book was so cool! I was just so amazed by the pictures and the angles in which they were drawn. I kept trying to guess what the next picture would be once it was zoomed out, and the only ones I guessed right were the cruise ship and then the cruse ship advertisement. I didn’t know the advertisement was going to be on a bus. Anyways, I just thought it was so neat and very mesmerizing!
Craft Lesson…
After letting the kids look at the book and talk about it, I would get out a couple Polaroid cameras and let them take a picture of something or someone they choose. Then, they can either draw or paint a zoomed in or zoomed out piece of it. Afterwards, they can share with the class their take on why they chose to paint or draw from the perception that they did.
Babymouse: Our Hero
Holm, Jennifer and Matthew Holm. Babymouse: Our Hero. New York: Random House, 2005.
What I thought of the book…
This book was too cute! I’ve never read a comic before, and I just loved it! I am not sure I could read comics often though because the jumbled ness of it all did give me a small headache. It was just too jumpy and random! Still, I thought it was cute and entertaining.
Craft Lesson…
I would have the class think of something that stresses them out or something that they worry about a lot, and then I would have them close their eyes for about five minutes and daydream about something peaceful to get their minds off the worry. When they open their eyes I would have them draw a picture about what they saw. I would also have a wide variety of supplies ready for them to use while making their picture. Some of the supplies would include felt, feathers, pipe cleaner, beads, markers, paint, stamps, crayons; basically anything I can get my hands on. When they are finished with it I would have them keep it in their main notebooks to look at or take out whenever they get stressed or start worrying about something to the point it is distracting. For something to turn in to me, I would have them write a descriptive paragraph of their picture and then write another paragraph explaining why they came up with the image they did.
What I thought of the book…
This book was too cute! I’ve never read a comic before, and I just loved it! I am not sure I could read comics often though because the jumbled ness of it all did give me a small headache. It was just too jumpy and random! Still, I thought it was cute and entertaining.
Craft Lesson…
I would have the class think of something that stresses them out or something that they worry about a lot, and then I would have them close their eyes for about five minutes and daydream about something peaceful to get their minds off the worry. When they open their eyes I would have them draw a picture about what they saw. I would also have a wide variety of supplies ready for them to use while making their picture. Some of the supplies would include felt, feathers, pipe cleaner, beads, markers, paint, stamps, crayons; basically anything I can get my hands on. When they are finished with it I would have them keep it in their main notebooks to look at or take out whenever they get stressed or start worrying about something to the point it is distracting. For something to turn in to me, I would have them write a descriptive paragraph of their picture and then write another paragraph explaining why they came up with the image they did.
Chapter 16
Tunnel. Michael O. James S. Jacobs. Children's Literature, Briefly. 4e. Upper Saddle River, NJ: Prentice Hall, 2008.
Controversial Books
I liked how this chapter mentions that we can express our opinions on books without seeking to destroy them completely. So many people get offended by certain subjects or sayings that they try to fight certain books from ever being put into a library. I myself don't necessarily agree with a lot of books out there, but I feel that everyone should have a chance at getting informed in whatever type of interest they are seeking. When I read Cynthia's anecdote about reading To Kill a Mockingbird when she was in fifth grade, I myself was surprised to remember that I read it as a sophomore in high school. I can't believe a fifth grader had read it! I know for a fact parents would have a field day if they heard their 10 year old was going to read that book. And here we are worried that our children's generation is becoming too DE sensitized! Anyways, when I become a teacher in my own classroom I will be careful as to what I choose for my students to read, and I will be prepared to defend my reasons for choosing those books.
Controversial Books
I liked how this chapter mentions that we can express our opinions on books without seeking to destroy them completely. So many people get offended by certain subjects or sayings that they try to fight certain books from ever being put into a library. I myself don't necessarily agree with a lot of books out there, but I feel that everyone should have a chance at getting informed in whatever type of interest they are seeking. When I read Cynthia's anecdote about reading To Kill a Mockingbird when she was in fifth grade, I myself was surprised to remember that I read it as a sophomore in high school. I can't believe a fifth grader had read it! I know for a fact parents would have a field day if they heard their 10 year old was going to read that book. And here we are worried that our children's generation is becoming too DE sensitized! Anyways, when I become a teacher in my own classroom I will be careful as to what I choose for my students to read, and I will be prepared to defend my reasons for choosing those books.
Chapter 15
Tunnel. Michael O. James S. Jacobs. Children's Literature, Briefly. 4e. Upper Saddle River, NJ: Prentice Hall, 2008.
Multicultural and International Books
I think the most experience I've had with multicultural books has come from this class in this semester alone. I don't remember reading any as a child. I understand that there is a need for more multicultural books to help prevent children from having xenophobia as adults, but I don't have a problem with people of another race nor have I ever. This may be because I did not grow up with a biased or racist family, and maybe everyone who grew up without reading multicultural books does not feel the same way as me. As a teacher I will have no problem bringing multicultural books into my classroom. I plan on looking into ALL the books and authors mentioned in this chapter and adding them to my children's books library. I understand that it might help "children avoid the pitfalls of ignorance that breed intolerance, hatred, and conflict" (194), and I am willing to do whatever it takes for children to avoid these such things.
Multicultural and International Books
I think the most experience I've had with multicultural books has come from this class in this semester alone. I don't remember reading any as a child. I understand that there is a need for more multicultural books to help prevent children from having xenophobia as adults, but I don't have a problem with people of another race nor have I ever. This may be because I did not grow up with a biased or racist family, and maybe everyone who grew up without reading multicultural books does not feel the same way as me. As a teacher I will have no problem bringing multicultural books into my classroom. I plan on looking into ALL the books and authors mentioned in this chapter and adding them to my children's books library. I understand that it might help "children avoid the pitfalls of ignorance that breed intolerance, hatred, and conflict" (194), and I am willing to do whatever it takes for children to avoid these such things.
Friday, March 21, 2008
Read Aloud Reflection
The book I chose to read for my read aloud plan (just to refresh your memory!) is The Three Little Pigs by Barbara Brenner. I actually decided to read the book to the kids at the end of the day around 5:15. The timing actually worked out pretty well because we could not go outside like we normally do because of all the wind, and the children were starting to get really rambunctious hitting and kicking and screaming at each other. I had thirteen kids aged 2-5 left to be picked up at this time and so I decided to sit them all down and read a book! I think the way I introduced the story and read it with such animation helped the kids stay seated and listen to the story. I was actually thoroughly impressed with the way they ALL stayed seated.
One of my five year olds, Cooper, knew what was going to happen before I turned the page every time. He took the liberty of informing me and the class each time I turned the page. Lucky us! Another girl, Jocelyn, did me a favor by keeping every one quiet while I read. She sat square in front of me and was thoroughly engaged the whole time. Whenever someone ever so slightly just started to get out a word she would turn around and say “HUSH!” Oh, did I mention she is two?
Overall, the kids stayed seated and listened. They were so interested! I love it when kids are that engaged in a book. I read aloud a lot since I work at a preschool, and I find more and more just how awesome children think books are. I feel like it is a gift to have the privilege to read to young ones.
One of my five year olds, Cooper, knew what was going to happen before I turned the page every time. He took the liberty of informing me and the class each time I turned the page. Lucky us! Another girl, Jocelyn, did me a favor by keeping every one quiet while I read. She sat square in front of me and was thoroughly engaged the whole time. Whenever someone ever so slightly just started to get out a word she would turn around and say “HUSH!” Oh, did I mention she is two?
Overall, the kids stayed seated and listened. They were so interested! I love it when kids are that engaged in a book. I read aloud a lot since I work at a preschool, and I find more and more just how awesome children think books are. I feel like it is a gift to have the privilege to read to young ones.
Chapter 14
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Informational Books
I was a bit shocked when the text mentions that children's libraries organize the books 000-999 in 10 major categories and to find that fiction is only in the 800s. My immediate thought was, "Oh my gosh! I have only touched 1/10 of the children's books out there, and so have so many other kids!" Or something like that. I was just shocked basically. How could I have missed so many other books!? Well, when I kept reading I found the reasons for me missing all the other books holds true to why Tunnel and Jacobs say children have missed out on the other books as well. First, I have never used an informational book for pleasure reading. Second, my visits to the informational sections of the library were not by choice. I went to find research on any project I was doing or for any paper I had to write. Also, I have always thought informational books were boring because I'm pretty sure I did get headaches trying read certain ones. Anyways, this chapter helped re-direct my opinion on informational books, and I would like to start reading some for pleasure. For instance, I would love to read What You Never Knew About Tubs, Toilets, and Showers by Patricia Lauber, The Instant Answer Book of Countries by Warrender, and any Dorling Kindersley books. I will keep you posted!
Informational Books
I was a bit shocked when the text mentions that children's libraries organize the books 000-999 in 10 major categories and to find that fiction is only in the 800s. My immediate thought was, "Oh my gosh! I have only touched 1/10 of the children's books out there, and so have so many other kids!" Or something like that. I was just shocked basically. How could I have missed so many other books!? Well, when I kept reading I found the reasons for me missing all the other books holds true to why Tunnel and Jacobs say children have missed out on the other books as well. First, I have never used an informational book for pleasure reading. Second, my visits to the informational sections of the library were not by choice. I went to find research on any project I was doing or for any paper I had to write. Also, I have always thought informational books were boring because I'm pretty sure I did get headaches trying read certain ones. Anyways, this chapter helped re-direct my opinion on informational books, and I would like to start reading some for pleasure. For instance, I would love to read What You Never Knew About Tubs, Toilets, and Showers by Patricia Lauber, The Instant Answer Book of Countries by Warrender, and any Dorling Kindersley books. I will keep you posted!
Chapter 13
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Biography
I must admit that the mention of biographies does make me cringe a bit, and so when I started reading this chapter I thought I would have to struggle to get through it. I had obviously forgotten that Tunnel and Jacobs have this way of sucking my in to their chapters because they write so beautifully! After I was done reading this chapter, it made me want to find biographies and soak up as much reading as possible. I am lazy though and have yet to do it =(
I really liked learning about the different types of biographies: autobiography, picture book biography, simplified biography, complete biography, partial biography, and collective biographies. I use to think there was just autobiography and biography, but obviously there is a lot more to it. Some of the authors I plan to check out are Kathleen Krull, David Adler, and James Daugherty. I will keep you posted!
Biography
I must admit that the mention of biographies does make me cringe a bit, and so when I started reading this chapter I thought I would have to struggle to get through it. I had obviously forgotten that Tunnel and Jacobs have this way of sucking my in to their chapters because they write so beautifully! After I was done reading this chapter, it made me want to find biographies and soak up as much reading as possible. I am lazy though and have yet to do it =(
I really liked learning about the different types of biographies: autobiography, picture book biography, simplified biography, complete biography, partial biography, and collective biographies. I use to think there was just autobiography and biography, but obviously there is a lot more to it. Some of the authors I plan to check out are Kathleen Krull, David Adler, and James Daugherty. I will keep you posted!
Stuart's Cape: Opinion/Craft Lesson
Pennypacker, S. Stuart's Cape. Illus. Martin Matje. New York NY: Scholastic/Orchard Books, 2002.
What I thought about the book…
I am a fan of Pennypacker’s books, but I must admit that I was disappointed with this particular book of hers. For some reason, I could not relate to Stuart’s wild imagination. I had a really hard time connecting with his character. I feel the reason for this is because when I was about to enter third grade I had a lot of friends and never had a dull moment. I would play rollerblade hockey with my neighbor boys who were of all ages on my street, and I would play various other sports with anyone who could keep up with me. I was a tom boy, obviously. My imagination has never been as creative as Stuart’s even as a kid, and my imagination never got carried away as much as Stuart’s either. I also didn’t really like how Aunt Bubbles encouraged Stuart’s imagination. I found her reactions to everything Stuart did weird. I felt the flying and the growing of the toast was too far fetched to acknowledge.
Craft Lesson…
I think a fun writing activity could be pulled from this book. The idea I came up with was for each child to come up with their own idea of how they though Stuart’s first day of school went. They would use a web or some form of pre-writing to jot down their ideas, and they they’d eventually make a one page paper of it.
Also, I could have the students make their own capes. I could set out a lot of different materials and just let the students’ imaginations help them form their own capes.
Poetry Folder!!
I think that poetry should be used in every subject possible in elementary school. Also, I feel it should be read everyday. Most people’s experience with poetry has not been a positive one, and I feel this is due to a lack of attention in the earlier years of schooling. Of course, children already read poems everyday through different stories and books, but it is not really talked about. At least it wasn’t when I was in school. I feel that Tunnel and Jacobs would agree with me on this matter. The following poems are examples of how to use poems throughout the school day to enhance writing and start engraving into students a reason to appreciate poetry and all that is has to offer.
1. Adoff, Arnold. (1989). Chocolate Dreams. Illus. by Turi MacCombie. Lathrop, Lee and Shepard books.
I feel this is a very good description of when someone bites into chocolate. It would be a fun poem to use as a craft lesson for eating chocolates. A fun way to introduce the poem is to just say the title and ask the kids what they think the poem is going to be about. I bet one would get a lot of interesting answers!
2. Grimes, Nikki. (1997). Meet Danitra Brown. Illus. by Floyd Cooper. HarperCollins.
A lot of children will know at least one person whom this poem describes. I think it would be neat to read this poem out loud and have the students write down who they think this poem most describes. It is also neat because it rhymes and therefore will keep the children interested.
3. Prelutsky, Jack. (2000). The Random House Book of Poetry for Children: A Treasury of 572 Poems for Today’s Child. Random House Children’s Books.
This would be a great poem to teach kids how to embrace their individuality. I think it is something most kids struggle with. I think this poem would be great to talk about and even post on the wall so the kids can look at it year round. It is so important to teach children to be comfortable in their own skin. This is why I like this poem so much!
4. O’Connell George, Kristine. (1999). Little Dog Poems. Illus. by June Otani. Houghton Mufflin Company.
This poem would be great for introducing poetry in Kindergarten. Most children have dogs or some kind of pet at home, so the teacher could ask each child to share their own stories of how their pet greats them when they come home. It is short and simple, relates to the kids, and therefore I feel it would be great for class discussion and activities.
5. Kuskin, Karla. (2003). Moon Have You Met My Mother? Illus. by Sergio Ruzzier. HarperCollins.
Could this poem describe how reading and writing are essential any better? This would be great to share with students who struggle with reading and writing. I love how it says “reading is writing is learning is growing”. This is exactly how I feel about reading. I would explain to my students that even as an adult I continue to learn through reading and writing. I would explain that learning is a LIFELONG process, and that is why they need to learn the basics now. I just love this poem.
6. Silverstein, Shel. From Falling up. Dr. Akrofi Handout.
Shel Silverstein was my favorite poem author as a child. I remember reading and rereading A Light in the Attic all the time. He always seemed to be able to rhyme everything, and everything he wrote about was just so silly and funny. He always kept me engaged in his reading, and I remember being anxious to turn the page to find what other silly subject he chose to write about. This poem above would be perfect for a science project. The kids could bring their favorite foods to class and take turns looking at them under the microscope. I think it is a lesson the kids will remember forever.
7. Yolen, Jane. Dr. Akrofi Handout.
I feel this is another poem that is great for introducing poetry to young students in kindergarten. It is short and it rhymes in couplets. It is great for kids who live in big cities so they can relate to the city’s smog and tall buildings.
8. Studness, Roy. Dr. Akrofi Handout.
Yet again, here is another great poem to introduce younglings to poetry. Every child can relate to this poem because every child has gotten sick! The teacher could even have their students write a short poem about what they do at home when they are sick.
9. Bacmeister, Rhoda. Dr. Akrofi Handouts.
This poem best serves in a class full of students who have been around snow enough to know that snow gets slushy when you walk on it. The children could do several activities with this poem, like write another poem describing what it is like to walk on other surfaces with other types of shoes. Also, for younger grades, this poem is great for introducing the “es” endings.
10. Moore, Lillian. http://www.k12.hi.us/~shasincl/poems_ocean.html#beachstones
I think this is another poem that would be great for a science experiment. The children can experiment with different objects they take out of the ocean or lake or pond-whichever they live close to. Then, they can write a poem about the different things that happen to the objects.
11. Viorst, Judith. http://www.poemhunter.com/poem/some-things-don-t-make-any-sense-at-all/
This is another poem that is great for children just learning about poetry. Most children have younger siblings as well, and they could write a poem about the way the felt when their little brother or sister was born. Or, if the child is the youngest in the family, they could write a poem about how they think their older brother or sister felt when they were first born.
12. Kennedy, X. J. http://www.ralphmag.org/xjkennedy.html
This is a deeper poem and children may not get it right away. I think this is a good thing though because you can take each line for just what it says and make it simpler than it appears. I think this poem is a good example for teaching kids that even though poetry may seem deep and confusing, if you just re-write it in simpler words it makes just as much sense. This might be a good poem to go over right before middle school, when the students start getting into old English poems.
13. Florian, Douglas. http://www.geocities.com/Heartland/1133/seasonalpoems/winter.html
This poem is perfect for right before holiday break. After reading the poem out loud, children can share their own stories of family time during the winter, especially on the harsh winter days. Then, the children can write about their different stories either through a letter thanking a family member for everything they do for them, or a note to a friend, or just a short story, or any form of writing really.
14. McCord, David. http://www.ac.wwu.edu/~stephan/webstuff/poetry/McCord-HistoryofEduc.html
Students will probably have several questions over this poem. Mainly one like, “HUH!?” However, I think it is great to introduce poems that do not always make sense right away to get children to think more critically about the poem and the words and what they are trying to say. Also, I think it is interesting that this poem was probably written a very long time ago, as in historically, and the poem is titled “History of Education”. It is a good poem to back up the fact that poetry has always been around and so has education.
15. Wong, Janet. http://poetryforchildren.blogspot.com/2007/09/happy-birthday-janet-wong.html
This poem is perfect for talking about culture and diversity and how every child is different. Children can write their own poems about what their faces look like and where they came from.
16. Livingston, Myra Cohn. http://www.brownielocks.com/valentinepoems.html
Obviously, this is a perfect poem for Valentine’s Day. I think it is great for first graders because the poem is simple couplets, and most of them will find this very humorous and appreciate it. This poem could be used to talk about Valentine’s Day and how everyone should get Valentine’s for everyone, and if they want to give special valentines then they can do so outside of class. This way, no one’s feelings will get hurt!
17. Merriam, Eve. http://project1.caryacademy.org/echoes/poet_Eve_Merriam/Samplepoemmerriam.htm
This poem is great for beginners. After reading the poem and having many grand conversations about it, the students can pick their own color to write a short poem about.
18. Stevenson, R. L. (2007). A Child’s Garden of Verses. Illus. by Gyo Fujikawa. Sterling.
This is a cute poem for kids. I think they would be able to follow along with it just fine and relate to it very well. Several different activities can be acquired from this poem alone.
19. Ciardi, John. http://f2.org/humour/language/nonsense.html#HappyFamily
Even though this is a longer poem, the students can take one line at a time and write it in words that make more sense to them. They can re-write the whole thing, write another version of the poem, just take one verse and add on to make a different poem, or something like that.
20. Lewis, J. Patrick. Published by the Baseball Almanac. http://www.baseball-almanac.com/poetry/po_reasons_for_rainbows.shtml
I think this poem would be great for those who like sports. It is important to gain the interest of every student in poetry and examine all different subjects. I think this is a great sports one to use. I think the boys would really like it!
1. Adoff, Arnold. (1989). Chocolate Dreams. Illus. by Turi MacCombie. Lathrop, Lee and Shepard books.
I feel this is a very good description of when someone bites into chocolate. It would be a fun poem to use as a craft lesson for eating chocolates. A fun way to introduce the poem is to just say the title and ask the kids what they think the poem is going to be about. I bet one would get a lot of interesting answers!
2. Grimes, Nikki. (1997). Meet Danitra Brown. Illus. by Floyd Cooper. HarperCollins.
A lot of children will know at least one person whom this poem describes. I think it would be neat to read this poem out loud and have the students write down who they think this poem most describes. It is also neat because it rhymes and therefore will keep the children interested.
3. Prelutsky, Jack. (2000). The Random House Book of Poetry for Children: A Treasury of 572 Poems for Today’s Child. Random House Children’s Books.
This would be a great poem to teach kids how to embrace their individuality. I think it is something most kids struggle with. I think this poem would be great to talk about and even post on the wall so the kids can look at it year round. It is so important to teach children to be comfortable in their own skin. This is why I like this poem so much!
4. O’Connell George, Kristine. (1999). Little Dog Poems. Illus. by June Otani. Houghton Mufflin Company.
This poem would be great for introducing poetry in Kindergarten. Most children have dogs or some kind of pet at home, so the teacher could ask each child to share their own stories of how their pet greats them when they come home. It is short and simple, relates to the kids, and therefore I feel it would be great for class discussion and activities.
5. Kuskin, Karla. (2003). Moon Have You Met My Mother? Illus. by Sergio Ruzzier. HarperCollins.
Could this poem describe how reading and writing are essential any better? This would be great to share with students who struggle with reading and writing. I love how it says “reading is writing is learning is growing”. This is exactly how I feel about reading. I would explain to my students that even as an adult I continue to learn through reading and writing. I would explain that learning is a LIFELONG process, and that is why they need to learn the basics now. I just love this poem.
6. Silverstein, Shel. From Falling up. Dr. Akrofi Handout.
Shel Silverstein was my favorite poem author as a child. I remember reading and rereading A Light in the Attic all the time. He always seemed to be able to rhyme everything, and everything he wrote about was just so silly and funny. He always kept me engaged in his reading, and I remember being anxious to turn the page to find what other silly subject he chose to write about. This poem above would be perfect for a science project. The kids could bring their favorite foods to class and take turns looking at them under the microscope. I think it is a lesson the kids will remember forever.
7. Yolen, Jane. Dr. Akrofi Handout.
I feel this is another poem that is great for introducing poetry to young students in kindergarten. It is short and it rhymes in couplets. It is great for kids who live in big cities so they can relate to the city’s smog and tall buildings.
8. Studness, Roy. Dr. Akrofi Handout.
Yet again, here is another great poem to introduce younglings to poetry. Every child can relate to this poem because every child has gotten sick! The teacher could even have their students write a short poem about what they do at home when they are sick.
9. Bacmeister, Rhoda. Dr. Akrofi Handouts.
This poem best serves in a class full of students who have been around snow enough to know that snow gets slushy when you walk on it. The children could do several activities with this poem, like write another poem describing what it is like to walk on other surfaces with other types of shoes. Also, for younger grades, this poem is great for introducing the “es” endings.
10. Moore, Lillian. http://www.k12.hi.us/~shasincl/poems_ocean.html#beachstones
I think this is another poem that would be great for a science experiment. The children can experiment with different objects they take out of the ocean or lake or pond-whichever they live close to. Then, they can write a poem about the different things that happen to the objects.
11. Viorst, Judith. http://www.poemhunter.com/poem/some-things-don-t-make-any-sense-at-all/
This is another poem that is great for children just learning about poetry. Most children have younger siblings as well, and they could write a poem about the way the felt when their little brother or sister was born. Or, if the child is the youngest in the family, they could write a poem about how they think their older brother or sister felt when they were first born.
12. Kennedy, X. J. http://www.ralphmag.org/xjkennedy.html
This is a deeper poem and children may not get it right away. I think this is a good thing though because you can take each line for just what it says and make it simpler than it appears. I think this poem is a good example for teaching kids that even though poetry may seem deep and confusing, if you just re-write it in simpler words it makes just as much sense. This might be a good poem to go over right before middle school, when the students start getting into old English poems.
13. Florian, Douglas. http://www.geocities.com/Heartland/1133/seasonalpoems/winter.html
This poem is perfect for right before holiday break. After reading the poem out loud, children can share their own stories of family time during the winter, especially on the harsh winter days. Then, the children can write about their different stories either through a letter thanking a family member for everything they do for them, or a note to a friend, or just a short story, or any form of writing really.
14. McCord, David. http://www.ac.wwu.edu/~stephan/webstuff/poetry/McCord-HistoryofEduc.html
Students will probably have several questions over this poem. Mainly one like, “HUH!?” However, I think it is great to introduce poems that do not always make sense right away to get children to think more critically about the poem and the words and what they are trying to say. Also, I think it is interesting that this poem was probably written a very long time ago, as in historically, and the poem is titled “History of Education”. It is a good poem to back up the fact that poetry has always been around and so has education.
15. Wong, Janet. http://poetryforchildren.blogspot.com/2007/09/happy-birthday-janet-wong.html
This poem is perfect for talking about culture and diversity and how every child is different. Children can write their own poems about what their faces look like and where they came from.
16. Livingston, Myra Cohn. http://www.brownielocks.com/valentinepoems.html
Obviously, this is a perfect poem for Valentine’s Day. I think it is great for first graders because the poem is simple couplets, and most of them will find this very humorous and appreciate it. This poem could be used to talk about Valentine’s Day and how everyone should get Valentine’s for everyone, and if they want to give special valentines then they can do so outside of class. This way, no one’s feelings will get hurt!
17. Merriam, Eve. http://project1.caryacademy.org/echoes/poet_Eve_Merriam/Samplepoemmerriam.htm
This poem is great for beginners. After reading the poem and having many grand conversations about it, the students can pick their own color to write a short poem about.
18. Stevenson, R. L. (2007). A Child’s Garden of Verses. Illus. by Gyo Fujikawa. Sterling.
This is a cute poem for kids. I think they would be able to follow along with it just fine and relate to it very well. Several different activities can be acquired from this poem alone.
19. Ciardi, John. http://f2.org/humour/language/nonsense.html#HappyFamily
Even though this is a longer poem, the students can take one line at a time and write it in words that make more sense to them. They can re-write the whole thing, write another version of the poem, just take one verse and add on to make a different poem, or something like that.
20. Lewis, J. Patrick. Published by the Baseball Almanac. http://www.baseball-almanac.com/poetry/po_reasons_for_rainbows.shtml
I think this poem would be great for those who like sports. It is important to gain the interest of every student in poetry and examine all different subjects. I think this is a great sports one to use. I think the boys would really like it!
Sunday, March 9, 2008
Sidewalk Circus
Fleischman, Paul and Kevin Hawkes. Sidewalk Circus. Massachusetts: Candlewick, 2004.
I would like to do an activity with this book in a small group. I would hold the book and turn the pages while the kids took turns explaining what they saw and thought of the pictures. After doing this with the group, I will have the children tell of their own experiences when they have imagined something else going on while they were bored. Then, I will have them write a short draft of that experience. They can add pictures as well if they like. If they cannot recall a time where something like this happened, then I will tell them to use their imagination and make one up! Eventually, the students will revise and edit their papers to be published on the wall of the classroom for anyone to read.
I would like to do an activity with this book in a small group. I would hold the book and turn the pages while the kids took turns explaining what they saw and thought of the pictures. After doing this with the group, I will have the children tell of their own experiences when they have imagined something else going on while they were bored. Then, I will have them write a short draft of that experience. They can add pictures as well if they like. If they cannot recall a time where something like this happened, then I will tell them to use their imagination and make one up! Eventually, the students will revise and edit their papers to be published on the wall of the classroom for anyone to read.
Saturday, March 1, 2008
Yum! MmMm! Que Rico! Craft Lesson
Resource: Mora, Pat. Yum! MmMm! Que Rico!: America's Sproutings. Illus. Rafael Lopez. New York: Lee & Low Books, Inc., 2007.
When I was in elementary school, I believe it was either third or fourth grade, we did this activity that involved learning about the different taste buds on our tongues. I remember how neat it was to learn where the bitter, sour, salty and sweet spots were located on our tongues. I will remember it forever because it was the ONLY time I had ever learned about the tongue in that much depth. With that said, I think this book could be perfect for introducing this lesson. Learning about the tongue is not required knowledge, but it is always fun to know! Therefore, after reading this book to my class, I will explain to the students that we will be learning about the different areas of our tongue and use the foods described in this book to apply the information hands-on, and to discuss what happens when we place the foods on different areas of our tongues. They could apply this lesson to every meal with their families and annoy everyone at the table by informing them what is going on inside their mouths. How fun!!!
When I was in elementary school, I believe it was either third or fourth grade, we did this activity that involved learning about the different taste buds on our tongues. I remember how neat it was to learn where the bitter, sour, salty and sweet spots were located on our tongues. I will remember it forever because it was the ONLY time I had ever learned about the tongue in that much depth. With that said, I think this book could be perfect for introducing this lesson. Learning about the tongue is not required knowledge, but it is always fun to know! Therefore, after reading this book to my class, I will explain to the students that we will be learning about the different areas of our tongue and use the foods described in this book to apply the information hands-on, and to discuss what happens when we place the foods on different areas of our tongues. They could apply this lesson to every meal with their families and annoy everyone at the table by informing them what is going on inside their mouths. How fun!!!
Sunday, February 24, 2008
Chapter 12
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
"Historical Fiction"
This chapter was on my good side and captured my attention instantly in just the second sentence. It basically asks why we expect kids to appreciate their historical heritage when next week seems like forever away to them. Well, why do we!? The texts makes a great point in that hearing stories of the past early on through picture books and novels help kids learn that history is an important subject that should not be overlooked.
It was nice to see that a textbook shares my beliefs about history textbooks and how they are not effective for kids making connections with themselves to the past. They are way too boring and they cover way too much information. I have never liked history textbooks, and I think that is why I cannot get into a historical novel or even a historical trade book made for children. I am that turned away by history.
I also liked the fact that the text states that "History should not be Sugarcoated" (146). I think it's important for the whole truth to be written down and not just bits and pieces to "protect" the reader. For example, even though it is not fun to read about every little detail of what the people in the holocaust went through, I think it's important we know what happened so we can see how sick and twisted it was so that it is not repeated again.
Out of the five categories of the types of historical fiction, I think the idea of reading a novel that speculates about alternative historical outcomes is the most interesting option to me. I think the whole "what if" approach to different historical times would be cool to explore.
"Historical Fiction"
This chapter was on my good side and captured my attention instantly in just the second sentence. It basically asks why we expect kids to appreciate their historical heritage when next week seems like forever away to them. Well, why do we!? The texts makes a great point in that hearing stories of the past early on through picture books and novels help kids learn that history is an important subject that should not be overlooked.
It was nice to see that a textbook shares my beliefs about history textbooks and how they are not effective for kids making connections with themselves to the past. They are way too boring and they cover way too much information. I have never liked history textbooks, and I think that is why I cannot get into a historical novel or even a historical trade book made for children. I am that turned away by history.
I also liked the fact that the text states that "History should not be Sugarcoated" (146). I think it's important for the whole truth to be written down and not just bits and pieces to "protect" the reader. For example, even though it is not fun to read about every little detail of what the people in the holocaust went through, I think it's important we know what happened so we can see how sick and twisted it was so that it is not repeated again.
Out of the five categories of the types of historical fiction, I think the idea of reading a novel that speculates about alternative historical outcomes is the most interesting option to me. I think the whole "what if" approach to different historical times would be cool to explore.
Thursday, February 21, 2008
Read Aloud Plan
Brenner, Barbara. The Three Little Pigs. New York: Random House, 1973.
For my read aloud, I am going to be reading the book The Three Little Pigs. It is an old folklore story that Walt Disney made into a movie and a book. I am sure we have all heard of it. I was suppose to read it one morning during circle time to my preschoolers before we started lessons for the day, but we could not find the book in the classroom! I ended up telling it to them anyways based off my memory. I was actually able to keep their attention for a while, but I was upset I couldn't remember every detail -- like what the second pig made his house out of. Anyways, I eventually found it, and plan on reading it to them very soon.
So, my plan is to show my preschoolers the book and ask them if they remember the time a couple weeks back when I tried to tell them the story off my memory. We'll discuss it, and then I'll read the book. I plan on using different tones in my voice to set apart the pigs' and the wolf's voices and also the narrator's. I've already read the book to myself, and I am really excited to read the actual story to them through and through.
After I read the book aloud to my students, I am going to explain to them why it is important to take the time to get things done the right way the first time they do something to avoid making mistakes like the first two pigs dig. Their mistakes being not making their houses strong enough to hold a wolf's puffs back. I'll explain to them there will always be time to "dance and play" (something the pigs say in the book). I think this book is age appropriate for the group I will be reading it to because at the age of a preschooler, it is good for adults to start preparing them for school and life outside playing all the time. That in life, work will need to get done and work that needs to be done is very necessary, but there will still be time for dancing and playing once the work is done.
For my read aloud, I am going to be reading the book The Three Little Pigs. It is an old folklore story that Walt Disney made into a movie and a book. I am sure we have all heard of it. I was suppose to read it one morning during circle time to my preschoolers before we started lessons for the day, but we could not find the book in the classroom! I ended up telling it to them anyways based off my memory. I was actually able to keep their attention for a while, but I was upset I couldn't remember every detail -- like what the second pig made his house out of. Anyways, I eventually found it, and plan on reading it to them very soon.
So, my plan is to show my preschoolers the book and ask them if they remember the time a couple weeks back when I tried to tell them the story off my memory. We'll discuss it, and then I'll read the book. I plan on using different tones in my voice to set apart the pigs' and the wolf's voices and also the narrator's. I've already read the book to myself, and I am really excited to read the actual story to them through and through.
After I read the book aloud to my students, I am going to explain to them why it is important to take the time to get things done the right way the first time they do something to avoid making mistakes like the first two pigs dig. Their mistakes being not making their houses strong enough to hold a wolf's puffs back. I'll explain to them there will always be time to "dance and play" (something the pigs say in the book). I think this book is age appropriate for the group I will be reading it to because at the age of a preschooler, it is good for adults to start preparing them for school and life outside playing all the time. That in life, work will need to get done and work that needs to be done is very necessary, but there will still be time for dancing and playing once the work is done.
Yum! MmMm! Que Rico!
Mora, Pat. Yum! MmMm! Que Rico!: America's Sproutings. Illus. Rafael Lopez. New York: Lee & Low Books, Inc., 2007.
I thought this book was absolutely outstanding. I think this is the first book we've read in which I was probably engaged as much as if not more than a young child would be. It is just so full of information!! Information about everyday foods that I hadn't even thought of. Like how chocolate use to be called bitter water. Were they crazy!? It must not have been as sweet back then. There is no way chocolate tastes like bitter water today, at least to me anways...
This is definately a book I would read to my preschoolers =)
I thought this book was absolutely outstanding. I think this is the first book we've read in which I was probably engaged as much as if not more than a young child would be. It is just so full of information!! Information about everyday foods that I hadn't even thought of. Like how chocolate use to be called bitter water. Were they crazy!? It must not have been as sweet back then. There is no way chocolate tastes like bitter water today, at least to me anways...
This is definately a book I would read to my preschoolers =)
Thursday, February 14, 2008
My Many Colored Days Craft Lesson
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York: Random House, 1996.
I would use this craft lesson towards the end of the school year in May because the idea I have for this craft is for the students to use the book to make a Mother's Day card for their moms.
After reading the book to the kids a few times, and letting them give feedback on the book and their own feelings, I would explain to them that we are going to make a Mother's Day card since Mother's Day is in May. I would explain that it's important to show their moms how much they are appreciated because they do a lot to make their kids happy =) . I could come around and help them write of course if need be, but for the most part they should be able to write or at least draw the colors depending on which age group this lesson is towards. I would try to keep it at the youngest age possible because the book might be too "baby" for even second graders. Some examples I would provide the kids with on how to write this Mother's Day card is explain what color she makes us feel (the good ones only though of course), or they can explain their appreciate for their moms by thanking her for making them feel better when the kids feel a certain bad color.
I would use this craft lesson towards the end of the school year in May because the idea I have for this craft is for the students to use the book to make a Mother's Day card for their moms.
After reading the book to the kids a few times, and letting them give feedback on the book and their own feelings, I would explain to them that we are going to make a Mother's Day card since Mother's Day is in May. I would explain that it's important to show their moms how much they are appreciated because they do a lot to make their kids happy =) . I could come around and help them write of course if need be, but for the most part they should be able to write or at least draw the colors depending on which age group this lesson is towards. I would try to keep it at the youngest age possible because the book might be too "baby" for even second graders. Some examples I would provide the kids with on how to write this Mother's Day card is explain what color she makes us feel (the good ones only though of course), or they can explain their appreciate for their moms by thanking her for making them feel better when the kids feel a certain bad color.
Children's Literature Autobiography
Ever since I was old enough to form a memory, books have been a tremendous part of my life. There is nothing about a book I do not like. When I’m feeling upset or depressed I read my Bible or a romantic novel. Both lift me up and give me hope! When I feel I need a distraction I read a mystery novel. The twists always keep me engaged, and I always have a hard time putting one down. My goal is to better explain how I got into books so that one might fully understand why I am such a “nerd” when it comes to reading!
There are several people who influenced my feelings towards books and all of them are in my family; my dad, my mom, Gram, and my younger brother. My parents and my brother always read. Every free minute they get they have their heads buried in a book. The funny thing about this is they are not nerdy at all. Just looking at them, meeting them, and getting to know them you would not expect them to be such constant readers, but they are. I know that is stereotypical of me to say this, but let’s face it: people still think that book readers are nerdy no matter what their age! So, since my whole family reads so much the TV is basically never on, and so what else is one to do besides join in on the fun and read, read, read!
My Gram has influenced me because she loved to read, even more so than my immediate family, and once her arthritis got to the point where she couldn’t even hold a book, I read to her which I loved doing because it was one of the few ways I could actually show her my appreciation for all she did for me. As of April of last year she has no longer been with my family and me, but she continues to inspire me every time I read to someone. It is something I will cherish for the rest of my life, even when I read to my own kids someday. I am sure my kids will grow tired of hearing about their mother reading to their great-grandmother when her hands hurt too much to even keep a book on her lap.
Some of my earliest memories of starting to read books are of my dad on the couch in our living room in Baton Rouge. I remember sitting on my dad’s lap or right next to him while he read me a Children’s Bible. I remember my favorite stories were of Adam and Eve, Noah and the Ark, and Jesus’ birth. I also have a very vivid memory of my dad reading the Bernstein Bear books to me. They are still by far my favorite children’s books. My dad read to me every night (I think) before bed until I could read on my own. Then I read in my bed right before I went to sleep. Some of my favorites were the Babysitter’s Little Sister books (I think I read every single one…) in elementary school; the Fear Street novels kept me up into the wee hours of the morning one summer when I was 11 or 12; the Judy Blume books; and then in high school I started reading the Harry Potter books, but unfortunately it took me a very long time to read them since other books got in my way for assignments. I loved the books I had to read for class in high school. Let’s see, there were The Great Gatsby and To Kill a Mocking Bird of course, and there were two I read for English my senior year that who’s titles I cannot remember for the life of me, but they were very interesting nonetheless. I was also in a book club during my last two years in high school. I remember a lot of books, but none of the titles. I know I am pathetic for not remembering! I thoroughly enjoyed reading every single one of them though. Something I enjoyed even more was having a diverse group of people to share the books with. Once a month the club got together to discuss the books we read. It was so much fun to share my own thoughts and experiences on what I thought of the books, and it was always interesting to hear how everyone else interpreted the book. It is a great way to bond with people you would not normally think you could bond with. The book club was a special group to me, and it was in a way very therapeutic to be a member during my adolescent years. I am so excited to use this experience in my own classroom someday. I want to be able to connect with my students through different books. I feel they will trust me and feel very comfortable coming to me for anything if I discuss books they love with them and help them relate books to their own life experiences.
In the last couple of years, I have read all the Nicholas Sparks books, most of the Nelson Demille books, all the Harry Potter books, most of the Nora Roberts books, and I am currently in love with the books by a Christian author named Karen Kingsbury, which I owe to my good friend Melissa who just raved about her books to me. I have thoroughly enjoyed every single book I have read, and I have to say though, however, that my favorite book I’ve read probably ever is It’s Not About the Bike, My Journey Back to Life by Lance Armstrong. Whoever has not heard of him, well then they are so far out of the loop they need to be kicked off the planet! No, I’m kidding. But really, Armstrong’s story on cancer survival is by far one of the most touching and inspirational stories I have ever read in my life. His story has taught me several things about complaining and pain. Besides those books and authors just mentioned, my dad is trying to get me to read more history books, a category I have not had much interest in over the years. We’ll see if I ever do get into them. I’ll blog about it if I ever happen to actually get through a history book! Who knows, maybe once I actually give it a shot I’ll enjoy it!
There are several people who influenced my feelings towards books and all of them are in my family; my dad, my mom, Gram, and my younger brother. My parents and my brother always read. Every free minute they get they have their heads buried in a book. The funny thing about this is they are not nerdy at all. Just looking at them, meeting them, and getting to know them you would not expect them to be such constant readers, but they are. I know that is stereotypical of me to say this, but let’s face it: people still think that book readers are nerdy no matter what their age! So, since my whole family reads so much the TV is basically never on, and so what else is one to do besides join in on the fun and read, read, read!
My Gram has influenced me because she loved to read, even more so than my immediate family, and once her arthritis got to the point where she couldn’t even hold a book, I read to her which I loved doing because it was one of the few ways I could actually show her my appreciation for all she did for me. As of April of last year she has no longer been with my family and me, but she continues to inspire me every time I read to someone. It is something I will cherish for the rest of my life, even when I read to my own kids someday. I am sure my kids will grow tired of hearing about their mother reading to their great-grandmother when her hands hurt too much to even keep a book on her lap.
Some of my earliest memories of starting to read books are of my dad on the couch in our living room in Baton Rouge. I remember sitting on my dad’s lap or right next to him while he read me a Children’s Bible. I remember my favorite stories were of Adam and Eve, Noah and the Ark, and Jesus’ birth. I also have a very vivid memory of my dad reading the Bernstein Bear books to me. They are still by far my favorite children’s books. My dad read to me every night (I think) before bed until I could read on my own. Then I read in my bed right before I went to sleep. Some of my favorites were the Babysitter’s Little Sister books (I think I read every single one…) in elementary school; the Fear Street novels kept me up into the wee hours of the morning one summer when I was 11 or 12; the Judy Blume books; and then in high school I started reading the Harry Potter books, but unfortunately it took me a very long time to read them since other books got in my way for assignments. I loved the books I had to read for class in high school. Let’s see, there were The Great Gatsby and To Kill a Mocking Bird of course, and there were two I read for English my senior year that who’s titles I cannot remember for the life of me, but they were very interesting nonetheless. I was also in a book club during my last two years in high school. I remember a lot of books, but none of the titles. I know I am pathetic for not remembering! I thoroughly enjoyed reading every single one of them though. Something I enjoyed even more was having a diverse group of people to share the books with. Once a month the club got together to discuss the books we read. It was so much fun to share my own thoughts and experiences on what I thought of the books, and it was always interesting to hear how everyone else interpreted the book. It is a great way to bond with people you would not normally think you could bond with. The book club was a special group to me, and it was in a way very therapeutic to be a member during my adolescent years. I am so excited to use this experience in my own classroom someday. I want to be able to connect with my students through different books. I feel they will trust me and feel very comfortable coming to me for anything if I discuss books they love with them and help them relate books to their own life experiences.
In the last couple of years, I have read all the Nicholas Sparks books, most of the Nelson Demille books, all the Harry Potter books, most of the Nora Roberts books, and I am currently in love with the books by a Christian author named Karen Kingsbury, which I owe to my good friend Melissa who just raved about her books to me. I have thoroughly enjoyed every single book I have read, and I have to say though, however, that my favorite book I’ve read probably ever is It’s Not About the Bike, My Journey Back to Life by Lance Armstrong. Whoever has not heard of him, well then they are so far out of the loop they need to be kicked off the planet! No, I’m kidding. But really, Armstrong’s story on cancer survival is by far one of the most touching and inspirational stories I have ever read in my life. His story has taught me several things about complaining and pain. Besides those books and authors just mentioned, my dad is trying to get me to read more history books, a category I have not had much interest in over the years. We’ll see if I ever do get into them. I’ll blog about it if I ever happen to actually get through a history book! Who knows, maybe once I actually give it a shot I’ll enjoy it!
Thursday, February 7, 2008
Minn and Jake Craft Lesson
Wong, Janet. Minn and Jake. New York: Farrar, 2003.
Discussion:
Since friendship is one of the main themes of this book, I decided to take the part about friendship being a choice (pg 7) and make it into a writing and art activity. This activity would be great for 4th and 5th graders. Some of the examples page 7 gives is that one can choose a friend because they live on the same street, like the same games, need to borrow a pen, and just because someone smiles at you.
Lesson:
The assignment for my students is to write a short story on how they choose friends. I would tell them there should be at least three or four ways, and that relying on how they have chosen the friends they have today as examples. I would give them several options for writing this short story. They can have just a couple sentences with illustrations to go with it. They can use construction paper or just regular lined paper. They could even use a poster board and make sections for the different ways and make it look like a storyboard. I would assign it on a Monday and let them start brainstorming in class. However, I would make the rest of it homework and give them at least a week to finish it. When they bring them in class to turn in, I would let whomever wants to present their story do so to the class. However, I would not make that part manditory.
Discussion:
Since friendship is one of the main themes of this book, I decided to take the part about friendship being a choice (pg 7) and make it into a writing and art activity. This activity would be great for 4th and 5th graders. Some of the examples page 7 gives is that one can choose a friend because they live on the same street, like the same games, need to borrow a pen, and just because someone smiles at you.
Lesson:
The assignment for my students is to write a short story on how they choose friends. I would tell them there should be at least three or four ways, and that relying on how they have chosen the friends they have today as examples. I would give them several options for writing this short story. They can have just a couple sentences with illustrations to go with it. They can use construction paper or just regular lined paper. They could even use a poster board and make sections for the different ways and make it look like a storyboard. I would assign it on a Monday and let them start brainstorming in class. However, I would make the rest of it homework and give them at least a week to finish it. When they bring them in class to turn in, I would let whomever wants to present their story do so to the class. However, I would not make that part manditory.
Chapter 10 and Chapter 11
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Chapter 10 "Modern Fantasy"
I really liked how this chapter explained the six motifs that go into modern fantasy books. I thought a lot about the high fantasy books I enjoy even now as an adult; Harry Potter books and The Lord of the Rings Trilogy. I thought about how difficult and time consuming maintaining the rules of the setting must have been for the authors, even though they had created the settings themselves. Furthermore, I loved the statement on page 121 about how good fantasy "clarifies the human condition and captures the essence of our deepest emotions, dreams, hopes, and fears". Even though I know that my favorites are complete fiction, I can't help but let my imagination run wild sometimes and think "what if there are really hobbits out there", or "what if there really is a secret underground wizarding world". It may sound silly, but I like how modern fantasy can take me from reality like that.
Chapter 11 "Contemporary Realistic Fiction"
I agree with the authors in that this type of fiction is the most popular among children because they can best relate to the "my world" interpretations. Even though characters are fictional, they are people who could exist in the real world.
I wasn't at all surprised by how long it took for problems and issues to be put in print for children. The generations have become less and less sensitive to matters mentioned in the book for a LONG time now!
Lastly, I'd like to comment on the "series books" section. I liked the comfort and the "formula" story lines of the series books I read as a child and teenager. Even though the critics view them unfavorably because of the "predictable plots, relatively flat characters, and a writing style that leans toward the unimaginative" (134), at least they gave me something to do as a kid. I mean, I could have been glued to the TV all day or out doing drugs for all they know if I was told not to read these series books! Anyways, that was just something that bothered me in the reading, and I wanted to share some thoughts about it.
Chapter 10 "Modern Fantasy"
I really liked how this chapter explained the six motifs that go into modern fantasy books. I thought a lot about the high fantasy books I enjoy even now as an adult; Harry Potter books and The Lord of the Rings Trilogy. I thought about how difficult and time consuming maintaining the rules of the setting must have been for the authors, even though they had created the settings themselves. Furthermore, I loved the statement on page 121 about how good fantasy "clarifies the human condition and captures the essence of our deepest emotions, dreams, hopes, and fears". Even though I know that my favorites are complete fiction, I can't help but let my imagination run wild sometimes and think "what if there are really hobbits out there", or "what if there really is a secret underground wizarding world". It may sound silly, but I like how modern fantasy can take me from reality like that.
Chapter 11 "Contemporary Realistic Fiction"
I agree with the authors in that this type of fiction is the most popular among children because they can best relate to the "my world" interpretations. Even though characters are fictional, they are people who could exist in the real world.
I wasn't at all surprised by how long it took for problems and issues to be put in print for children. The generations have become less and less sensitive to matters mentioned in the book for a LONG time now!
Lastly, I'd like to comment on the "series books" section. I liked the comfort and the "formula" story lines of the series books I read as a child and teenager. Even though the critics view them unfavorably because of the "predictable plots, relatively flat characters, and a writing style that leans toward the unimaginative" (134), at least they gave me something to do as a kid. I mean, I could have been glued to the TV all day or out doing drugs for all they know if I was told not to read these series books! Anyways, that was just something that bothered me in the reading, and I wanted to share some thoughts about it.
My Many Colored Days and Goodnight Moon
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York: Random House, 1996.
I thought this book was great. I liked how the words rhymed and the pages just seemed to flow. I think this book would be great to read to younger children. While you're reading it to them we can talk about how the colors represent ways we feel sometimes, and children can share times of when they felt a certain way and what type of color they are feeling today. I think it'd be great to read in the morning before starting lessons.
Goodnight Moon, by Margaret Wise Brown
This is the board book I would have shared with the class tonight. I just loved this book as a child. I remember my Dad reading the paper back version to me before bedtime very vividly. I loved how it rhymed and how the little bunny said "goodnight" to every little thing in the room. I loved seeing the illustrations that matched what my Dad was reading to me. I remember looking at this book so well that I even know what I was wearing one time when Dad read it to me: just a Superior Railroad t-shirt that was a few sizes too big that my Papa had given to me. I think it's neat that a book can bring me back to a setting as a child, once upon a time.
A few months ago my roommate was reading this outloud to me when I was about to go to bed. (She was practicing for a read aloud she had to do for her field based experience class the next day...not to sound to weird here!) As she read it to me I just melted away into the old bedroom I use to have when I was 4 and 5 years old back when my Dad use to read me to sleep. It was so relaxing, and just really neat to drift back into those old days as a kid and have no worries! That's why I wanted to share it with the class.
I thought this book was great. I liked how the words rhymed and the pages just seemed to flow. I think this book would be great to read to younger children. While you're reading it to them we can talk about how the colors represent ways we feel sometimes, and children can share times of when they felt a certain way and what type of color they are feeling today. I think it'd be great to read in the morning before starting lessons.
Goodnight Moon, by Margaret Wise Brown
This is the board book I would have shared with the class tonight. I just loved this book as a child. I remember my Dad reading the paper back version to me before bedtime very vividly. I loved how it rhymed and how the little bunny said "goodnight" to every little thing in the room. I loved seeing the illustrations that matched what my Dad was reading to me. I remember looking at this book so well that I even know what I was wearing one time when Dad read it to me: just a Superior Railroad t-shirt that was a few sizes too big that my Papa had given to me. I think it's neat that a book can bring me back to a setting as a child, once upon a time.
A few months ago my roommate was reading this outloud to me when I was about to go to bed. (She was practicing for a read aloud she had to do for her field based experience class the next day...not to sound to weird here!) As she read it to me I just melted away into the old bedroom I use to have when I was 4 and 5 years old back when my Dad use to read me to sleep. It was so relaxing, and just really neat to drift back into those old days as a kid and have no worries! That's why I wanted to share it with the class.
Monday, January 28, 2008
Chapter 18
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.
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.
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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