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?

Charlotte's Web- E.B. White

White, E.B. (1952). Charlotte's web.  New York:  Harper & Row Publishers, Inc.

"Wilbur burst into tears.  "I don't want to die", he moaned.  "I want to stay alive right here in my comfortable manure pile with all my friends.  I want to breathe the beautiful air and lie in the beautiful sun" (White, 1952).  I honestly adore Wilbur, the main character in this beloved tale (who couldn't after reading quotes like the one noted above).  Charlotte's Web steals the reader's heart by telling the story of Wilbur, a pig who, destined for the slaughterhouse, is saved by a wise, caring spider.  Charlotte (the spider) saves Wilbur in an unusual, but intelligent way.  After Charlotte's work, Wilbur is no longer seen as pork chops and bacon, but instead as a famous pig worthy of entering the pig contest at the County Fair. 

Almost everyone is familiar with this classic example of notable children's literature.  Charlotte's Web was one of my all-time favorites as a young child, which is why I chose to read E.B. White's treasured tale again this past week.  White does an excellent job describing the settings in the story.  As you read, you can picture the exact time and place in your mind.  The use of complex characterization in the story allows the reader to feel the moods and emotions of each character, especially the main characters.  In Charlotte's Web, the main characters are animals and keep their physical characteristics throughout the story.  The way they communicate and interact as real people do makes this an excellent example of an animal fantasy. 

Young readers enjoy animal fantasies, such as Charlotte's Web.  Some students are fascinated with the talking animals, or the farm life in general.  Due to the characterization used in the story, almost every student can relate to one or more of the characters.  This story would be great to use when teaching story elements.  Have students identify and describe the rich settings and how characters respond to situations during the plot.  In addition to describing story elements, you could have students compare characters, compare the book to the movie (adorable movie by the way), or compare this story to Babe the Gallant Pig by Dick King-Smith. 

This illustration could be used to discuss the relationship between Wilbur and the old sheep, specifically focusing on the character's expressions.

Food for thought (and great to ask your students):

• Describe Wilbur's personality.
• Why do you think Charlotte wanted to help Wilbur?
• Describe the relationship between Wilbur and the old sheep.
• Considering how the story began, what does this tell you about Fern?
• Which character are you most like?  Why?

The Sweetest Fig- Chris Van Allsburg

Van Allsburg, C. (1993). The sweetest fig.  New York: Houghton Mifflin Company.

“These figs are very special, the woman whispered.  They can make your dreams come true” (Van Allsburg, 1993).  Don’t you wish you could eat a fig (delicious by the way) and make all your dreams come true (the good dreams, that is)!  The Sweetest Fig is a story about an arrogant dentist who receives “special figs” from a patient and encounters some life-altering events as a result.

Chris Van Allsburg’s creative imagination is evident throughout all of his books, especially the ones I’ve discussed in my last three posts.  The way he uses characterization to get the reader into the mind of the characters, as well as the way he describes settings captivate the reader’s attention.  Van Allsburg describes the main character in The Sweetest Fig as cold and calloused.  His interactions with other characters in the story add to the portrayal of Bibot (main character) as an arrogant dentist.  Van Allsburg uses drawings in The Sweetest Fig to reveal a realistic artistic style (similar to The Polar Express and Jumanji).  He also uses texture and shape to portray expressions of arrogance, disbelief, and hardheartedness in the main character.  It almost looks as if Bibot takes pleasure in pulling the woman’s tooth in one of the illustrations.  The words could not tell the story alone.  Van Allsburg’s illustrations contribute greatly to the meaning of the story, making this an excellent example of a picture book to use with young readers.

Why does Van Allsburg leave us hanging so often?  In Jumanji we were left with a new pair of kids who found the game, only to wonder what would happen next.  In The Sweetest Fig we are left to wonder what will happen to Bibot and his dog after the dog ate the last fig.  I love this about Chris Van Allsburg!  The curiosities of his stories leave the reader yearning for more!

This book is full of detail and excitement, and I strongly encourage you to use it in your classroom!  To engage young readers, ask them to discuss some dreams they would like to see come true.  You could also ask them if they have a dog at home and how they treat their dog differently than the main character in the story treats his dog.  Read the book aloud to students and have them infer why the books ends as it does (I won’t spoil the ending for you, and I won’t add a graphic here at the risk of telling the ending).  There are ample opportunities within the book to help students sharpen their inferencing skills. 

After reading this story, you may decide that hoping your dreams come true isn’t always the best idea.  Ponder these thoughtful questions/prompts:

• How do the main character’s expressions help you learn more about him?
• Think about the way Bibot treated his dog?  Why do you think he had a dog?
• Why do you think Bibot chanted “Bibot is the richest man on earth” (Van Allsburg, 1993)?

Jumanji- Chris Van Allsburg

Van Allsburg, C. (1981). Jumanji.  New York: Houghton Mifflin Company.

“D. VERY IMPORTANT: ONCE A GAME OF JUMANJI IS STARTED IT WILL NOT BE OVER UNTIL ONE PLAYER REACHES THE GOLDEN CITY” (Van Allsburg, 1981).  This quote from the book, Jumanji captivated my attention in such a way that I had to read it again (and again as I’m blogging).  In his book, Chris Van Allsburg tells the story of a brother and sister who embark on an exciting and frightening journey while playing a board game they found in the park. 

As mentioned in my previous post titled, "The Polar Express”, I chose to blog about three books by the same author this week, partly because I wanted to compare the texts and more so because Chris Van Allsburg is one of my favorite children's authors.  After reading Jumanji and admiring the detailed illustrations, it's no surprise that Chris Van Allsburg earned another Caldecott Medal with his fantastic work.  Once again, the illustrations add to the meaning of the story itself...the words couldn't exist alone, making Jumanji a notable example of a picture book for young readers.  The Polar Express and Jumanji both reveal a realistic artistic style through illustrations that are finely detailed.  Van Allsburg used shape to differentiate between large and small objects in his illustrations, which adds meaning to the story.  

Jumanji has two settings, the park and the children's home.  I don't think Van Allsburg could have chosen a better setting to tell this fascinating tale of two children and their quest to win the game. The way he describes the events that take place in the house leaves the reader hanging on to every word.

How could this story be used in the classroom to help students strengthen their comprehension skills?  That's simple...use this text to help students create mental images as they listen to or read, Jumanji.  Van Allsburg does an amazing job painting a picture for the reader, and the illustrations add to the excitement of the story.  If students begin to create mental images while reading, they will better understand the content of the story. 

Read this page aloud and have students close their eyes and create a mental image.

In addition to helping students create mental images, you could also encourage students to make connections to their life by prompting them to discuss a time when they were bored and what they did to overcome their boredom.  Go further by having them compare and contrast events from the story to their own experiences. 

I absolutely love this book!  Food for thought (for you and your students)...

• Van Allsburg leaves us hanging at the end of the story...what do you think will happen next?
• How do you think the children felt when things started happening in the house?
• Why do you think Chris Van Allsburg chose to end the story the way he did?

The Polar Express- Chris Van Allsburg

Van Allsburg, C. (1985). The polar express.  New York: Houghton Mifflin Company.

 "Though I've grown old, the bell still rings for me as it does for all who truly believe" (Van Allsburg, 1985).  I love to start each blog post with a quote.  It takes me back to when I'm wrapped up in the words of the author, almost as if I have experienced those words for the first time.  My next three posts (including this one) will stem from books written by Chris Van Allsburg, one of my favorite children's authors (I should admit I have many).  The quote above comes from one of my most cherished reads, The Polar Express.  Van Allsburg captivates the reader with a story about a young boy's journey to the North Pole, his meeting with Santa Claus, and a gift he receives that will be treasured by him for years to come. 

After reading The Polar Express it is clear why Chris Van Allsburg earned the Caldecott Medal for his well-known picture book.  The words alone cannot tell the story and do it justice.  The illustrations contribute a great deal of meaning to the story.  Van Allsburg uses oil pastels to create illustrations revealing a realistic art style.  For example, the children's faces are clearly detailed...in a sense, they almost appear real.  So, why did Van Allsburg choose oil pastels as his medium?  Maybe he wanted the reader to sense the emotional side of the story.  This takes us back to the opening quote...see above.  The main character in the story believes in Santa Claus, and experiences a night he will never forget as he travels aboard the Polar Express to the North Pole.  The theme of the story is believing and looking forward to the gifts of Christmas morning.

I have always loved reading this book aloud to children during the Christmas season.  Nearly all children can relate to the skepticism of Santa Claus, as well as the anticipation of Christmas morning.  If you are considering using this story in your classroom (and I strongly encourage you to do so) model the think aloud strategy.  Helping students learn to think aloud while reading will aid them in gaining deep comprehension of text.  For example, you could use the page pictured below to model the think aloud strategy with the following statement, "I wonder what response the boy gives Santa Claus". 

The Polar Express is an excellent example of quality children's literature.  Before signing off, consider these thoughtful questions to ponder and ask your students:

•  How would you feel if The Polar Express pulled up in front of your house and the conductor yelled, “All Aboard"?
•  How do you think the little boy felt when he was chosen to receive the first gift of Christmas?
•  Why do you think Santa chose the little boy to receive the first gift of Christmas (what was the author trying to tell the reader)?
•  Why do you think the little boy chose the gift he did?
•  Why couldn't the boy's mother and father hear the bell?

A Chair for My Mother-Vera B. Williams

Williams, V.B. (1982). A chair for my mother.  New York: Greenwillow Books.

"What was left of the house was turned to charcoal and ashes" (Williams, 1982).  OK, don't get teary-eyed just yet.  A Chair for My Mother is actually not a sad book...it's inspiring (main reason I chose to blog about this book...we all need a little inspiration in our lives)!  You see, Vera B. Williams does an amazing job telling the story of how a young girl, her mother, and grandmother overcome a devastating situation through hard work and determination.  A Chair for My Mother is a story about a family who loses everything in a house fire, but overcome adversity by saving enough money to purchase something very special to them. 

Vera B. Williams' words and illustrations work collaboratively to paint a mental picture of the events in the story, making this an excellent example of a picture book.  Characterization is used throughout the book to help the reader get to know the characters.  For example, Vera B. Williams describes the little girl's relationship with her family as a loving one, placing emphasis on how she wants to save money to buy something important to the entire family.  How special!  After reading the story, you will see just what a phenomenal child this little girl is (I don't want to spoil the story if you haven't read it yet)!  Theme is another element of fiction Williams uses to tell her story.  This family (blue collar), works extremely hard to overcome such a tragedy.  The way the family works together is inspiring to say the least!

If you haven't used this picture book in your classroom, I strongly encourage you to do so (you will understand after reading it)!  I've used it as an anchor text for a unit on writing personal narratives in my second grade classroom (independent reading level is middle of third grade).  Vera B. Williams does an excellent job with voice and detail in her book (see below).  

Check out the adjectives in this excerpt!

 A Chair for My Mother is also an excellent choice for teaching story elements, specifically focusing on how characters respond to challenges.

Example of excerpt that could be used with how characters respond to challenges (couldn't we all learn a little from this book)



We all have devastating situations (some more tragic than others) to contend with in our daily lives (even our young readers).  Helping our students connect the events from this story to specific experiences in their lives will help them learn how to overcome adversity.  Has there been a time in your life when you took a tragic situation and made it into something positive?  We can't change what happened to us, but we can control how we respond!

When I Was Young in the Mountains-Cynthia Rylant

Rylant, C. (1982). When I was young in the mountains. New York: Dutton Children's Books.

"Later in the middle of the night, she walked through the grass with me to the johnny-house and held my hand in the dark.  I promised never to eat more than one serving of okra again" (Rylant, 1982).  Admit it...this is hysterical!  I've read this story a dozen times if I've read it once, and I'm excited to share my thoughts about it with you. 

OK, let me tell you (briefly) about where I was raised and you will understand why I chose this story.  I come from a small town in Southeastern Kentucky...you might even say I grew up in a "holler" (I'm proud of that "holler", too).  No, we didn't have a "johnny-house" and my mother didn't walk around barefoot and pregnant, but I've seen an outhouse before.  You can tell by reading When I Was Young in the Mountains that Cynthia Rylant is proud of her upbringing (she even dedicated the book to her grandparents).  As I read her words again, I'm taken back to "my mountains", and I'm a little saddened because I don't live there anymore. 

You probably want to know a little about the book I'm blogging on this morning.  In her story, Cynthia Rylant described her life in the mountains through words that are emotional, revealing a style suited for the type of book she had written.  She used sentences of varying complexity, which adds to the richness of the text.  Her words bring back memories of when I was young in the mountains, allowing me to make real-life connections to the story.  Diane Goode's detailed illustrations, coupled with Rylant's words, work together to tell a story about a little girl's life, making When I Was Young in the Mountains a great example of a picture book for young readers.

How could this story be used in the classroom (especially one not located in the mountains)?  Trust me...young readers love this story (even ones that didn't grow up in the mountains)!  I have read it aloud to my second graders, encouraging them to analyze how aspects of culture from the story compare to their own.  For example, I've often raised questions related to the setting (being that the setting from the story differs greatly from the setting most of my students know).  When I Was Young in the Mountains is also a great story to use when teaching inferencing (tough to teach, I know)!  Nearly every page offers an opportunity for students to infer using what they already know and clues from the story and illustrations. 

Example of a setting in the book...ask students to compare the store in the book to a store they visit often

Inferencing...ask students to infer how the little girl feels about her grandfather (based on illustration and story clues)

So, let me ask you...is there a place (maybe your hometown) where you felt content enough to spend all of your time, never wanting to go anywhere else? 

About me...

Happy Reading!  My name is Daneika Hunt (formally), but to most people I'm just Nikki.  :)  I am currently completing my fifth year of teaching...I taught kindergarten for three years, and have spent the last two years teaching second graders.  I absolutely LOVE, LOVE, LOVE teaching second grade!  I'm  a wife to a loving husband and "mommy" to the most wonderful 18-month old.  She keeps me on my toes to say the least, but I wouldn't have it any other way.  I enjoy spending time with family and serving my God who has been so gracious to me!  I look forward to "blogging" about young adult and children's literature these next few weeks!  I'm new to the "blog world", but I'm excited nonetheless!