Reading Log, Wiki Posts, and Field Experience Reflection

Daneika Hunt’s Reading Log for 30 books (to paste into your blog at the end of the term)

• Instructions: List the titles you read under each Genre, and use checklist below for Wiki posts. Then, highlight this material and paste it into a final blog post. I have already included (in the 30) the ones we read for discussion.

Genre / Titles you read

             I.      Non-fiction/Informational (1 reflection required on blog)    

1)      Wild Flamingos by Bruce McMillan (blog post)

2)      American Born Chinese by Gene Luen Yang

3)      Shabanu: Daughter of the Wind by Suzanne Fisher Staples

          II.      Poetry (1 reflection required on blog)

1)      What My Mother Doesn’t Know by Sonya Sones (required for discussion)

2)      Dinothesaurus by Douglas Florian (blog post)

3)      Meet Danitra Brown by Nikki Grimes

       III.      Modern Fantasy (1 reflection required on blog)        

1)      Babe the Gallant Pig by Dick King-Smith (required for discussion)

2)      Charlotte’s Web by E.B. White (blog post)

3)      The Wizard of Oz by Frank L. Baum

       IV.      Historical Fiction (1 reflection required on blog –can be a picture book)     

1)      Al Capone Does My Shirts by Gennifer Choldenko (required for discussion)

2)      Sarah, Plain and Tall by Patricia MacLachlan (blog post-Booktalk)

          V.      Multicultural/Traditional (2 reflections required on blog – one can be a picture book)         

1)      Strega Nona by Tomie dePaola (blog post)

2)      Her Stories; African American Folktales, Fairy Tales, and True Tales by Virginia Hamilton

3)      The Skin I’m In by Sharon Flake (blog post)

       VI.      Realistic Fiction (1 reflection required on blog)

1)      Laugh Until you Cry by Jean Lowery Nixon  (required for discussion)

2)      Are you There God? It’s Me, Margaret by Judy Blume

3)      Flat Broke by Gary Paulsen

4)      Muggie Maggie by Beverly Cleary (blog post)

    VII.      Picture Books (6 reflections required on blog)

1)      Knots on a Counting Rope by Bill Martin Jr.  and John Archambault (required for discussion)

2)      A Chair for My Mother by Vera B. Williams (blog post)

3)      When I Was Young in the Mountains by Cynthia Rylant (blog post)

4)      The Sweetest Fig by Chris Van Allsburg (blog post)

5)      The Polar Express by Chris Van Allsburg (blog post)

6)      Jumanji by Chris Van Allsburg (blog post)

7)      Train to Somewhere by Eve Bunting

8)      Lily’s Purple Plastic Purse by Kevin Henkes

9)      Where the Wild Things Are by Maurice Sendak

10)  Stone Soup by Marcia Brown

11)  Owl Moon by Jan Yolen

12)  The Big Snow by Berta and Elmer Hader

13)  The Grouchy Ladybug by Eric Carle

14)  The Mixed-Up Chameleon by Eric Carle

15)  Strega Nona by Tomie dePaola (blog post for Multicultural/Traditional genre)

16)  Dinothesaurus by Douglas Florian (blog post for Poetry genre)

17)  The Food Pyramid by Christine Taylor-Butler

Wiki Checklist

Instructions: Write the number of entries for each category you posted into on the Course Wiki (requirement was four total posts, in four different categories)

__1__ Social Studies

__1__ Science

__1__ Math

____ Music

__1__ Art

__2__ Reading/Language Arts

__1__ Physical Education

____ Other

Field Experience Reflection

I was fortunate to observe the SLMS at my school for one hour of field experience this bi-term.  During this time, Mrs. Barnes (who is amazing I might add) introduced first grade students to the wonderful world of poetry.  She read a variety of poems and allowed students to peruse through various poetry collections by notable authors.  In addition, she had students act out the poem, “When Tillie Ate the Chili” by Jack Prelutsky.  I enjoyed it so much I asked to borrow it immediately after and did the same lesson with my second grade students!  They loved it!

The remaining four hours of field experience were completed by me during literacy instruction.  I used knowledge gained from this course to evaluate and select quality children’s literature.  Books chosen were used to enhance instruction and foster a love for reading and writing in my students.  I implemented many comprehension strategies shared by Dr. Gibson, as well as instructional activities provided by fellow classmates to incorporate children’s literature into all content areas.

If I had to choose one Kentucky Teacher Standard I feel has been strengthened as a result of satisfying the field experience requirement, I would say Standard 2:  The Teacher Designs and Plans Instruction.  I learned how to choose quality children’s literature to supplement instruction.      

Wild Flamingos- Bruce McMillan

McMillan, B. (1997). Wild flamingos.  New York: Houghton Mifflin Company.



Do you know how flamingos get their color?  Bruce McMillan, author of Wild Flamingos, explains this phenomena by explaining the food flamingos eat, "All of these little animals eat aquatic plants and bacteria that contain the same chemicals that make carrots orange.  The effect of these chemicals is to give the flamingo a beautiful, bright orange-red color." (1997, p.8)  Wow!  That was my reaction after reading the above quote.  Wild Flamingos is a great example of expository writing that explains the life of flamingos inhabiting the island of Bonaire. 

I absolutely loved learning about wild flamingos in this photo essay book written for intermediate children.  McMillan did an excellent job supporting his informational text with clear photographs of flamingos in their natural habitat.  Each page is balanced with information about great flamingos and the way they adapt to their environment, as well as pictures that support the words.  As I read this book I was amazed at the amount of new information I learned about flamingos.  For example, I learned the animal lives in salinas, which McMillan defines as, "a lake below sea level that is filled with salt water from the sea." (1997, p.4) 

McMillan does a fantastic job varying sentence complexity to inform readers about how flamingos in Bonaire adapt to their environment.  His writing style keeps the reader engaged, as well as provides a wealth of information in an easily understood way.  For example, consider this excerpt: "While one flamingo pauses, another sticks its head underwater to feed on tiny animals.  It eats some small shellfish.  Flamingos at the other end of the island eat immature brine flies-both free-swimming larvae and the intermediate chrysalid stage, which are attached to rocks on the bottom."  (McMillan, 1997, p.8)

Students are generally interested in learning about how animals use their environments to meet their needs.  This informational book would be an excellent way to supplement instruction when teaching a science unit on habitats.  Hook students by asking the question above regarding flamingos and how they get their color.  Direct students' attention to the way McMillan supports how flamingos adapt to their environment with actual photographs of the animal.  As students read (or you read aloud), encourage the use of Post-It Notes to write words/facts that caused confusion or interest.  For example, I noted the word, "briny".  Even though the author gives a definition of the word, I would want to know more.  Unfortunately no words were in bold print, but you could still encourage students to use the "Mark the Bold" strategy with words that could be in bold print.  Consider the word, "salina".  The author describes this word, but it's not in bold print.  "Salina" would be a great word to discuss later.  In addition to reading and discussing this book during a unit on habitats, I think it would be awesome to have students conduct additional research and write a feature article on flamingos.

Questions for consideration:

• What are the flamingo's adaptations?
• What fact did you find most interesting?
• What did you think of the photographs?
   

 

Booktalk-Sarah, Plain and Tall by Patricia MacLachlan

MacLachlan, P. (1985).  Sarah, plain, and tall.  New York: Harper & Row Junior
     Books.

What if you lost your mother the morning after she gave birth to your younger brother?  Most of us have never had to endure such a tragedy, but for Anna Witting that wasn't the case.  Written in first person narration, Anna describes the moment she would like to forget, "They had come for her in a wagon and taken her to be buried.  And then the cousins and aunts and uncles had come and tried to fill up the house.  But they couldn't." (MacLachlan, 1985, p.5)  Set in the Great Plains when transportation consisted of horse and wagon, Sarah, Plain and Tall tells the story of a family desperate for a mother's love and companionship.  Jacob, the father, decides to advertise for a wife to fulfill his family's desires.  Would Sarah stay on the Plains with the Wittings, or would she miss home too much?  Would Sarah sing for Caleb, just as his mother used to do for Anna?  Read to find out what happens in Sarah, Plain and Tall.  It's sure to make your heart smile!

Muggie Maggie- Beverly Cleary

Cleary, B. (1990).  Muggie Maggie.  New York:  Scholastic, Inc.

"We start cursive this week', she said with a gusty sigh that was supposed to impress her parents with the hard work that lay ahead.  Instead, they laughed.  Maggie was annoyed.   Cursive was serious." (Cleary, 1990, p.7)  Muggie Maggie is an excellent example of a realistic fiction story you would want to share with students in second/third grade.  Now, I realize cursive handwriting isn't as high on the priorities' list of things to teach in upper primary grades (maybe not on the list at all), but in 1990 it was a "huge" deal!  You see, I grew up during this time and I can vividly remember learning how to write in cursive handwriting.  I thought learning to write in cursive was a groundbreaking moment in my life.  Because of this, I immediately connected to Maggie, the main character in Muggie Maggie. 

My students have a differing opinion of cursive handwriting than Maggie.  They attempt it on a daily basis whether it's labeling their paper, or working on a personal story.   As I read the story aloud, I couldn't help but snicker at Maggie's attitude about cursive handwriting, because it reminded me of how I felt about it back in 1993.  I can remember feeling as though my writing couldn't get any sloppier, and how I desired to write like Jessica.  She had the most beautiful cursive handwriting I had ever seen. 

Who is Maggie and what was this story about anyway?  Muggie Maggie tells the story about a third grade student obsessed with cursive handwriting (not in a good way either).  She doesn't want to write in cursive and she is insistent on that fact, too.  She endures conflicts with parents, teachers, fellow classmates, and even the principal before finally succumbing to the importance of learning to write in a different way than she always has.  Cleary uses school and Maggie's home as the main settings in the story.  Cleary doesn't directly describe the settings, you have to use inferencing skills to identify the settings throughout the story.  Cleary also evidences situational realism by describing events that could happen in real life, making this a great example of realistic fiction.  For example, Cleary provides a solution to the conflict in the story by describing a job that Maggie's teacher gives her.  Maggie ends up becoming the message monitor to help her overcome her dislike for cursive handwriting. 

Cleary uses a variety of sentence length to add humor to the story.  For example, "This made Maggie even more contrary.  'I'm not going to write cursive, and nobody can make me. So there".  (Clearly, 1990, p.9) 

When reading this story aloud in the classroom, consider using the Post-It note strategy to note words that caused confusion.  My students and I did this as we read to aid with comprehension.  For example, we noted the word "indignant".  Many of my students had never heard this word, so we discussed its meaning.  We also noted some of the symbols from the "Active Reading Bookmark" when we agreed with something, had confusion, or wondered more about something.  For example, we wondered why Mrs. Leeper chose Maggie as the message monitor and how that attributed to her change in attitude about cursive handwriting.

Consider these questions:

• Why did Mrs. Leeper choose Maggie as the message monitor?
• Why do you think Maggie disliked writing in cursive?
• Have you ever felt like Maggie about something before?  How did you overcome those feelings?

Dinothesaurus- Douglas Florian

Florian, D. (2009).  Dinothesauraus.  New York:  Simon and Schuster Children's Publishing
Division.

I have a confession.  I have failed miserably when it comes to incorporating poetry into my curriculum.  In all honesty, I could count the number of poems I have shared with my eager-to-learn second graders this year on one hand.  I'm not proud of that fact either.  As I've read and reflected on this week's genre, I'm convinced my neglect to share poetry with my students is because I'm not comfortable with it.  I can remember not only reading poetry in middle and high school, but dissecting it to the point of it being meaningless to me.  I'm promising not to let this happen to the kids I teach. 

Poetry should be as enjoyable as reading an intriguing fantasy.  Reading a variety of poems this week has helped me determine the above to be true.  I chose to blog about Dinothesaurus this week, because I think it's a collection of poems my second graders would love.  Young readers are interested in poems about animals, so I'm certain this collection will be a hit with most students. 

What's makes this book of poems so great?  I thoroughly enjoyed the play on words throughout the text.  For example, Douglas Florian (2009) speaks about the Giganotosaurus in this way,

"When it was hungry or got into fights,
It opened its jaws and took giga-bites." (p.7)

Florian uses sense imagery throughout the book to allow the reader to connect to the poems through use of the five senses.  Consider Florian's (2009) description of the Brachiosaurus, "On massive legs with knobby knees." (p.3)  What else contributes to the value of this collection of poems?  Florian uses similes in some poems to make comparisons.  For example, "Seismosaurus: as large as a lake" (Florian, 2009, p.11), and "Tough as tanks and hard as nails" (Florian, 2009, p. 21) are two great similes used to help the reader make connections.  In addition, Florian chose to use rhyme throughout the book to appeal to the reader.  Consider this excerpt:

"Deinonychus had terrible claws.
Deinonychus had dangerous jaws." (Florian, 2009, p.24)

This poem has each line rhyming with the previous one.  Other poems in the collection rhyme in this way:

"Some forty feet long.
Some fourteen feet tall.
Its back limbs were strong.
Its front limbs were small." (Florian, 2009, p.15)

This poem has line one and three and two and four rhyming. 

In addition to the poetry, Florian uses collage art to enhance his poems, making this text a great example of a picture book.  He uses collage art to depict representations of dinosaurs.  Each illustration shows cuts and tears of paper used to create collage art.  It also looks as if Florian used crayon to create illustrations of the dinosaurs.  Students will absolutely adore the artwork in this picture book of poems. 

How could this wonderful book of poems be used in the classroom to improve comprehension?  I would encourage students to create mental images of the dinosaurs Florian describes.  As mentioned previously, he uses sense imagery in many of his poems in Dinothesaurus.  You could postpone sharing illustrations with students and have them illustrate based on the descriptions Florian gives for the dinosaurs (of course, show them the wonderful illustrations afterward). 

Thoughtful questions to ponder:

• Why do you think Florian chose to make some words bold print, all capital letters, and larger/smaller in text size?
• Which dinosaur is your favorite?  Why?
• What dinosaur fact do you find most interesting?  Why?
• What if dinosaurs still inhabited Earth?  How would that affect humanity?

The Skin I'm In- Sharon G. Flake

Flake, S.G. (1998).  The skin I'm in.  New York:  Hyperion Books for Children.

"Miss Saunders is telling me to tell her the whole truth.  I want to tell her that the truth will get my butt kicked good.  That if I open my big mouth, ain't nothing she or Momma can do to keep Charlese from getting me back.  Only I don't say nothing, I just keep my mouth shut" (Flake, 1998).  How many young teenagers can relate to the above quote?  I would say many, if not most of them.  The Skin I'm In is a realistic fiction novel that tells the story of an African-American female (Maleeka) who is continuously bullied by other students in middle school.  She chooses to befriend the cruelest girl in class (Char) to deal with the daily taunts she receives from classmates.  Ironically though, Maleeka is bullied by Char, too. 

Why does everyone bully Maleeka?  As you read the story, it's clear that most students are jealous of Maleeka.  It's not because of her fancy clothes, but her beauty and intelligence that motivates the bullies.  A new teacher, Miss Saunders helps Maleeka become comfortable in her own skin, even though Maleeka resists her at first. 

Bullying is a major concern in today's schools.  Children and young adults can be so cruel to one another, and unfortunately, that cruelty has led to harsh consequences.  Some children are bullied to the point of suicide, drug abuse, and the desire to hurt/kill others.  Flake does an amazing job detailing bullying in her novel.  She writes in first-person narration to help the reader see bullying through the eyes of the victim.  As I read chapter after chapter, my heart ached for Maleeka, not only because she was taunted, but because she had lost her father and was poor.  Flake used sentences of varying complexity to reveal a style that suited this type of book.  As you read, you actually feel like you are inside the mind of this thirteen year old girl.  For example, consider this excerpt: "No way is Momma gonna let me not work in that office.  She even threatens me, saying if I try to get out of it she will take away all my rights at home.  So I figured, cool.  I'll do it.  And while I'm doing it, I will find out the real deal on Miss Saunders.  Get all up in her business like she's up in mine.  Payback, you know." (Flake, 1998)

The Skin I'm In is a perfect example of multicultural literature.  By reading and discussing this book in the classroom, our students will understand their own personal identity, learn to appreciate diversity, and make connections between events in the story and their own life.  As mentioned before, nearly every student can relate to bullying.  Imagine the powerful conversations that would evolve from reading and discussing this book in literature circles!  Students could use the Post-it note strategy as they read to note ideas for discussion, as well as words/phrases that raised questions as they read.  Blogging about this story and the topic of bullying outside of school would be an excellent way to carry conversations even further. 

Consider these questions as you read:

• Why do you think Maleeka was bullied by John-John?
• Why do you think Maleeka chose to befriend Char, despite the amount of trouble she found herself in?
• What causes people to bully one another?
• Have you ever been bullied/bullied someone?  How did it affect your self-esteem/willingness to go to school and do well?
• What does this story teach you about how to treat others?

As teachers...consider this:

"I'm sorry, Mr. Pajolli, but the way I see it, rewarding those who misbehave and refuse to play by the rules is wrong.  Dead wrong.  How will you reward the good ones, put them on detention?', Mr. Mac asks.  'They are all good ones, Mr. Mac.  Some of them just need more support than others."

How many of you can relate to the above quote?  I read it and had an aha moment!  It seems like we are always expending our energy on students who misbehave, many times finding alternate ways of providing consequences.  But, what about our students who play by the rules?  They get what's left of us.  Sad, but true.  What are your thoughts on this?  I feel as though it's somewhat of a double-edged sword. 

If you are a teacher and haven't read this novel, read it!  You will be glad you did.  Go back to my opening quote...is this how our bullied kids feel?  Sadly, I think it is.  How do we change this?

Strega Nona-Tomie dePaola

dePaola, T. (1975).  Strega nona.  New York:  Simon & Schuster Inc.

I absolutely adore this folktale, retold and illustrated by Tomie dePaola!  dePaola does an amazing job recounting the tale of an elderly witch in Italy (Strega Nona), who helped her fellow townspeople by healing headaches, concocting magic potions, and curing warts.  Due to her elderly age she posts an advertisement for help with chores.  Right away, Big Anthony answers the ad and begins work at Strega Nona's cottage.  Strega Nona gives Big Anthony one rule to follow, "The one thing you must never do is touch the pasta pot" (dePaola, 1975).  As you read Strega Nona, you clearly see why this story is considered a folktake.  References to Italian culture are prevalent throughout the story, helping the reader see how Strega Nona stemmed from the lives of the people in Italy.

dePaola uses foreshadowing several times throughout the story to give the reader an idea of what is is going to happen.  For example, he says, "And Big Anthony, who didn't pay attention, went to see her".  After reading this quote we begin wondering what will happen to Big Anthony as a result of his failure to pay attention.  dePaola uses foreshadowing again when he states, "But too bad for Big Anthony, because he didn't see Strega Nona blow three kisses to the magic pasta pot" (dePaola, 1975).  We know from earlier that Big Anthony doesn't pay attention.  Now we are wondering what's going to happen with Big Anthony and the pasta pot. 

The illustrations in this picture book are exemplary.  dePaola does an outstanding job using shape to convey meaning to the story.  Each illustration provides insight into some aspects of Italian culture.  For example, Strega Nona is portrayed as an elderly, round, but happy character.  Her facial expressions support the idea of her as a witch in several illustrations, especially those with the pasta pot.

How do we use this folktale in the classroom?  I would begin by captivating students' interest through an effective book introduction.  I would ask students if they have ever suffered consequences as a result of not paying attention (this could be in school, at home, or anywhere relevant to their lives).  In addition, I would explain the link to Italian culture as I read this story aloud.  This book is an excellent text to use when teaching inferencing, due to dePaola's use of foreshadowing.  As I read the story aloud, I would ask students to make inferences based on the foreshadowing clues used in the text (the two examples listed above would be great examples of where to use inferencing in the text).

Thoughtful questions/prompts to ponder:

• Describe Big Anthony's personality. 
• How does Big Anthony's personality cause him problems?
• Why do you think Strega Nona chose the punishment she did for Big Anthony?
• How can you relate this folktale to your own life?
• What can you learn from Big Anthony?