After having participated in this class, I think I have a broader perspective on how to use books in the classroom. In the past, I have used books as story starters or to introduce and reinforce concepts. Now, I think my book choices will be more selective. I will try to find books that stimulate children to ask questions and to explore a text further. There are many books out there, why not use ones that can challenge students to extend their thinking?
I think one of the important messages of critical literacy is helping children understand there can be more to a book than just a story. What is the author telling us, why was this illustration chosen, what could the character have done differently, how does that change the story, what would you change about the story? These are some of the questions critical literacy challenges us to explore. Teaching children to ask what is the meaning behind a message whether it is in a book, on TV or on the Web is an important life-long skill.
I really enjoyed some of our books discussions in class. My son and I read My Dad by Anthony Browne this morning as well as The Paper Bag Princess. It was interesting to hear what other students have enjoyed reading as children or with children. I am always on the lookout for great books.
Wednesday, December 3, 2008
Tuesday, October 28, 2008
Mini Research #5 Examples in Media, 10/28
Mini Research #5
The only example I thought of regarding children’s literature in the media was in the movie and TV series, Sex and the City. The main character, Carrie, has pursued the evasive, aloof Mr. Big since the beginning of the series. His extreme wealth and good looks place him into the Prince Charming role. In the final episode, he rescues Carrie from and ill-fated romance and brings her back to New York to live with him.
In the movie, Carrie plans an over the top wedding that never culminates because Mr. Big is a no show. He gets cold feet from the wedding pressure and decides to split. Carrie is destroyed and runs off to Mexico with her friends. While reading her friend’s daughter Cinderella, she jokes that “another one bites the dust.” Meaning that another girl has fallen for the dream of being rescued by the perfect mate. In the end, Mr. Big comes to his senses and decides to pursue Carrie once again. This time around they have a simple courthouse wedding and live a fairy tale happy ending.
The only example I thought of regarding children’s literature in the media was in the movie and TV series, Sex and the City. The main character, Carrie, has pursued the evasive, aloof Mr. Big since the beginning of the series. His extreme wealth and good looks place him into the Prince Charming role. In the final episode, he rescues Carrie from and ill-fated romance and brings her back to New York to live with him.
In the movie, Carrie plans an over the top wedding that never culminates because Mr. Big is a no show. He gets cold feet from the wedding pressure and decides to split. Carrie is destroyed and runs off to Mexico with her friends. While reading her friend’s daughter Cinderella, she jokes that “another one bites the dust.” Meaning that another girl has fallen for the dream of being rescued by the perfect mate. In the end, Mr. Big comes to his senses and decides to pursue Carrie once again. This time around they have a simple courthouse wedding and live a fairy tale happy ending.
Counter Narrative Text 10/22
My counter narrative text has been on the back burner for a few weeks. I wrote a first draft with a male, lead character. He is the Cinderella figure because he does all the chores for his family day after day. He longs to travel and decides to join an adventure club with his friend. His sisters are left to take care of the family home and discover that they are very capable, successful homemakers on their own.
I plan to rewrite my first version to add more depth to my characters and to make the story more interesting. I may find that trying to write from a male perspective might not work for me. As I sat down to write my first draft, I knew that
I did not want my counter narrative to be about a female character getting saved by a male. This rescue theme is prevalent in Snow White, Sleeping Beauty, and Red Riding Hood. It is not a message I would want young females to receive.
I plan to rewrite my first version to add more depth to my characters and to make the story more interesting. I may find that trying to write from a male perspective might not work for me. As I sat down to write my first draft, I knew that
I did not want my counter narrative to be about a female character getting saved by a male. This rescue theme is prevalent in Snow White, Sleeping Beauty, and Red Riding Hood. It is not a message I would want young females to receive.
Monday, October 27, 2008
Teacher Interview 10/29
Interview with Classroom Teacher
I did my interview with a first grade teacher in Montgomery County. She has taught first grade for three years.
What role does literature play in the classroom curriculum?
Literature is used in every subject area of the curriculum. We just read a book by Gail Gibbons about fossils for our rock unit. We read Time Magazine for Kids to learn about current events. Students do an author study each month in language arts and have daily silent and oral reading. Books are all around the classroom. I have a mix of fiction, nonfiction and a wide range of books for the many ability levels in my classroom. At the moment, I have one student reading on a 4th / 5th grade level. She is in her own reading group. It is very challenging finding books that are stimulating for her. Right now, I decided to have her read some biographies to help diversify the types of books she reads.
What kinds of books are chosen,Why and How?
Well, the first grade teachers work as a team with the Reading Initiative teachers to develop reading groups. Each reading group progresses through a series of books based on their reading level. The books are chosen because of the reading level and what we have available in the classroom. Beyond the reading program, teachers have autonomy over the books placed in the classroom and the books read to the class during story time. We have guest readers every week who choose the book they plan to share. The challenge in a mixed-ability classroom is having a wide range of books for all ability levels. At the moment I have a student from Japan who has very limited English. I want her to enjoy looking and experiencing books without being to bogged down by text. The librarian has been helping me find books for her.
Who decides what books are used in the classroom?
The teacher decides on the books used in the classroom except for the ones supplied for reading groups. These books have to have predetermined skill levels. The Reading Initiative program and the County dictate the choice of books in the reading program. Teachers have a lot of choice over the books for story time, silent reading, and content area reading. Most the books in my classroom library have been supplied to me through Scholastic orders. I also find books at the library related to the themes we are learning about.
What is the teacher’s theoretical perspective on teaching or specifically on using children’s literature in the curriculum?
This teacher emphasized having a language rich environment. She believes in exposing her class to a wide variety of reading materials. She uses literature across the curriculum primarily in science and social studies. She is enthusiastic about books and specific authors. She creates an environment where children enjoy learning to read.
I did my interview with a first grade teacher in Montgomery County. She has taught first grade for three years.
What role does literature play in the classroom curriculum?
Literature is used in every subject area of the curriculum. We just read a book by Gail Gibbons about fossils for our rock unit. We read Time Magazine for Kids to learn about current events. Students do an author study each month in language arts and have daily silent and oral reading. Books are all around the classroom. I have a mix of fiction, nonfiction and a wide range of books for the many ability levels in my classroom. At the moment, I have one student reading on a 4th / 5th grade level. She is in her own reading group. It is very challenging finding books that are stimulating for her. Right now, I decided to have her read some biographies to help diversify the types of books she reads.
What kinds of books are chosen,Why and How?
Well, the first grade teachers work as a team with the Reading Initiative teachers to develop reading groups. Each reading group progresses through a series of books based on their reading level. The books are chosen because of the reading level and what we have available in the classroom. Beyond the reading program, teachers have autonomy over the books placed in the classroom and the books read to the class during story time. We have guest readers every week who choose the book they plan to share. The challenge in a mixed-ability classroom is having a wide range of books for all ability levels. At the moment I have a student from Japan who has very limited English. I want her to enjoy looking and experiencing books without being to bogged down by text. The librarian has been helping me find books for her.
Who decides what books are used in the classroom?
The teacher decides on the books used in the classroom except for the ones supplied for reading groups. These books have to have predetermined skill levels. The Reading Initiative program and the County dictate the choice of books in the reading program. Teachers have a lot of choice over the books for story time, silent reading, and content area reading. Most the books in my classroom library have been supplied to me through Scholastic orders. I also find books at the library related to the themes we are learning about.
What is the teacher’s theoretical perspective on teaching or specifically on using children’s literature in the curriculum?
This teacher emphasized having a language rich environment. She believes in exposing her class to a wide variety of reading materials. She uses literature across the curriculum primarily in science and social studies. She is enthusiastic about books and specific authors. She creates an environment where children enjoy learning to read.
Banned Book 10/22
The banned book I chose was Alice in Rapture, Sort of by Phyllis Reynolds Naylor. The Alice series is very comparable to Judy Blume’s books, Forever and Are You There God? It’s Me, Margaret. In this story Alice is having a summer romance with her first boyfriend, Patrick. There is a little kissing and one discussion about whether kissing was a venial sin or a mortal sin. In one scene the girls contemplate whether or not they are going to hell for making out with boys. This seems to be the most controversial part of Alice in Rapture. The Alice books have been banned for “sexual content and offensive language.” The Alice series is mostly about Alice trying to fit in and attract friends and boyfriends. The challenge in Alice’s life is that she has to go through these awkward and humiliating preteen years without a mother.
Sociopolitical Book 10/22
Oct. 22
The sociopolitical book I chose was The People Could Fly by Virginia Hamilton. It is an African American folktale illustrated by Leo and Diane Dillon. It is a mystical story of how the African people knew how to fly but forgot the magical words that released them into flight when they were brought to the new world.
One day in the cotton fields, a man named Toby spoke the forgotten, magical words to the exhausted slaves enabling them to fly away. I interpreted the flying away in the folktale as a metaphor for escaping. According to the Author’s Note there are many references to flying in black folktales.
I found myself spending more time looking at the illustrations than reading this story. The pictures depict African people captured as slaves, on slave ships and in cotton fields. I think the art in the book is as powerful as Virginia Hamilton’s words. This is book that would captivate students and stimulate many discussions about history, folklore, and artistry.
The sociopolitical book I chose was The People Could Fly by Virginia Hamilton. It is an African American folktale illustrated by Leo and Diane Dillon. It is a mystical story of how the African people knew how to fly but forgot the magical words that released them into flight when they were brought to the new world.
One day in the cotton fields, a man named Toby spoke the forgotten, magical words to the exhausted slaves enabling them to fly away. I interpreted the flying away in the folktale as a metaphor for escaping. According to the Author’s Note there are many references to flying in black folktales.
I found myself spending more time looking at the illustrations than reading this story. The pictures depict African people captured as slaves, on slave ships and in cotton fields. I think the art in the book is as powerful as Virginia Hamilton’s words. This is book that would captivate students and stimulate many discussions about history, folklore, and artistry.
Wednesday, October 1, 2008
Web Review
My last job was working for PBS Kids Interactive doing Web content for teachers and students. One project I worked on was the Reading Rainbow Web site. Reading Rainbow was a popular program in the 80’s and 90’s. Every episode showcased a different children’s book. Then school-age kids would appear on camera to recommend other related books. The site still exists with an amazing book list http://pbskids.org/readingrainbow/books/index.html. The only problem is that it is not a searchable database. The books are chosen because their diverse subject matters and ability to attract readers. In the Cleveland Park Library they have a section with Reading Rainbow books by the librarian’s desk. These all have Reading Rainbow stickers on the cover. If you are a new teacher or parent, this is a good place to find high-quality books.
When I was looking at the Reading Rainbow site, which is quite dated, I discovered another PBS resource:
http://www.pbs.org/parents/bookfinder/. Wow, what a find. You can search books by age and theme. Some of the many themes are special needs, African American, multiculturalism, and friends. Each book has a description, jpeg of the cover, age recommendation and list of awards the book may have won.
Another site with a searchable database is http://www.commonsensemedia.org. I thought this was a good site for parents and teachers. It reviews children’s books, movies, video games, music, TV, and Web sites. Books and other media are rated for age appropriateness and are reviewed by parents, kids and the site producer: CSM. Books are searchable by age range, title/author and subject matter. Some reviews are very detailed and helpful. However, it seems unclear to me how books are selected for the database. There is a mix of new releases and classics. On the main page for books there is a list of top picks from parents, kids and the CSM organization. The site also has articles for parents such as “How Can Parents Manage Media in Their Home,” “Kids and Scary Movies” and “Politics and Your Tween.” This is an article to help parents explain political ads and the electoral process to their kids. I thought this was a great subject to tackle in the classroom. Overall, I felt the site described a wide array of books diverse in subject matter and authorship.
One site I enjoyed visiting was http://www.bookwink.com. There is a book review / podcast on the main page with links to find books by title, subject, and grade. In the podcast, Lost Treasure of the Inca by Peter Lourie was reviewed by a woman visiting the Andes mountains. There are around 500 book reviews for grade levels (3-8). Books were very diverse in subject matter and genre. Some are classics but others are new releases. When I did a subject search, the site provided 16 subject areas with many more specific subtitles. Some of the subjects were: Problems in Society, Funny, Countries and Cultures, Families (all kinds), Friendship, etc.
The mission of http://www.bookwink.com is to “inspire kids to read.” The creators of the site are a middle school librarian and high school English teacher. They update the site with their “newest favorite books” and do podcasts of their book reviews. I liked the scale of the site; it wasn’t an overwhelming amount of information. It had just enough to help parents and teachers choose books for their children. I would recommend this site to others.
When I was looking at the Reading Rainbow site, which is quite dated, I discovered another PBS resource:
http://www.pbs.org/parents/bookfinder/. Wow, what a find. You can search books by age and theme. Some of the many themes are special needs, African American, multiculturalism, and friends. Each book has a description, jpeg of the cover, age recommendation and list of awards the book may have won.
Another site with a searchable database is http://www.commonsensemedia.org. I thought this was a good site for parents and teachers. It reviews children’s books, movies, video games, music, TV, and Web sites. Books and other media are rated for age appropriateness and are reviewed by parents, kids and the site producer: CSM. Books are searchable by age range, title/author and subject matter. Some reviews are very detailed and helpful. However, it seems unclear to me how books are selected for the database. There is a mix of new releases and classics. On the main page for books there is a list of top picks from parents, kids and the CSM organization. The site also has articles for parents such as “How Can Parents Manage Media in Their Home,” “Kids and Scary Movies” and “Politics and Your Tween.” This is an article to help parents explain political ads and the electoral process to their kids. I thought this was a great subject to tackle in the classroom. Overall, I felt the site described a wide array of books diverse in subject matter and authorship.
One site I enjoyed visiting was http://www.bookwink.com. There is a book review / podcast on the main page with links to find books by title, subject, and grade. In the podcast, Lost Treasure of the Inca by Peter Lourie was reviewed by a woman visiting the Andes mountains. There are around 500 book reviews for grade levels (3-8). Books were very diverse in subject matter and genre. Some are classics but others are new releases. When I did a subject search, the site provided 16 subject areas with many more specific subtitles. Some of the subjects were: Problems in Society, Funny, Countries and Cultures, Families (all kinds), Friendship, etc.
The mission of http://www.bookwink.com is to “inspire kids to read.” The creators of the site are a middle school librarian and high school English teacher. They update the site with their “newest favorite books” and do podcasts of their book reviews. I liked the scale of the site; it wasn’t an overwhelming amount of information. It had just enough to help parents and teachers choose books for their children. I would recommend this site to others.
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