Title: Stuart’s Cape
Author: Sara Pennypacker
Every little boy wants to get into mischief and go on adventures, but truly amazing adventures only happen to people with capes. In Stuart’s Cape by Sara Pennypacker Stuart, a bored little boy, longs to go on adventures and see the world. He finds a box of old ties, and with a little creative imagination he builds the perfect cape to help him out. This easy transitional chapter book finds Stuart having just moved to a new town and getting very worried about the upcoming school year. He is bound and determined to get in some adventures before the new school year starts, and he gets lost going to the bathroom or won’t have any friends. Since he still has a couple days left of summer he dons his cape and amazing things happen. He has a dinosaur friend; he sleeps on toast and flies over the neighborhood all the while making some new friends on the way. This spectacular book will capture the interest of its reader and bring them into the whimsical world of Stuart and his wonderful cape.
Pennypacker, S. Stuart's Cape. Illus. Martin Matje. New York NY: Scholastic/Orchard Books, 2002.
Review Site: https://www.amazon.com/gp/customer-reviews
Sunday, April 27, 2008
Thursday, April 24, 2008
Book Of Choice Craft Lesson (The Magic School Bus)
Discussion:
One of my favorite books in elementary school was the Magic School Bus series. When I found this book again I realized why I loved it so much. These books are very fun to read but are also very educational. Each book is about a different topic having to do with science and the crazy adventures the students have with Mrs. Frizzle as they travel through hurricanes, tornadoes and tropical storms. The book in the series that I recently purchased is The Magic School Bus, Inside A Hurricane. I feel that this book would be great to use to introduce students to the different types of weather we will all experience.
How To Teach It:
I would read this book before I was going to teach a unit on weather in science. Anytime you can sneak in reading outside of actual reading time is always going to be a plus. This book teaches what forms hurricanes, the components of a hurricane, why there are tornados and the damages these types of weather can cause. I would use this book as a group read and each student will read a section of it aloud. After they finish the read each group will make their very own tornado in a bottle. Each group will need two one liter bottles with water, soap and glitter paper (debris) put in one. The two bottles will be connected with bottle connectors. They will swirl the bottles in a circular motion and then turn it upside down to create their very own tornado. After this project each group will write about what they have learned about tornadoes and hurricanes from this project and the book. Each group will make a presentation to the class about their new findings!
Cole, Joanna and Bruce Degen. The Magic School Bus: Inside A Hurricane. New York NY: Scholastic Inc., 1997.
One of my favorite books in elementary school was the Magic School Bus series. When I found this book again I realized why I loved it so much. These books are very fun to read but are also very educational. Each book is about a different topic having to do with science and the crazy adventures the students have with Mrs. Frizzle as they travel through hurricanes, tornadoes and tropical storms. The book in the series that I recently purchased is The Magic School Bus, Inside A Hurricane. I feel that this book would be great to use to introduce students to the different types of weather we will all experience.
How To Teach It:
I would read this book before I was going to teach a unit on weather in science. Anytime you can sneak in reading outside of actual reading time is always going to be a plus. This book teaches what forms hurricanes, the components of a hurricane, why there are tornados and the damages these types of weather can cause. I would use this book as a group read and each student will read a section of it aloud. After they finish the read each group will make their very own tornado in a bottle. Each group will need two one liter bottles with water, soap and glitter paper (debris) put in one. The two bottles will be connected with bottle connectors. They will swirl the bottles in a circular motion and then turn it upside down to create their very own tornado. After this project each group will write about what they have learned about tornadoes and hurricanes from this project and the book. Each group will make a presentation to the class about their new findings!
Cole, Joanna and Bruce Degen. The Magic School Bus: Inside A Hurricane. New York NY: Scholastic Inc., 1997.
Sunday, April 20, 2008
Chapter 17
This chapter was amazing. I learned so much useful information for motivating students to read. This chapter dealt with everything from learning how to motivate students, organizing the classroom and creating a reading atmosphere, to finding out how to unmotivated students. One story that I found interesting was about the man whose daughter was a motivated reader but kept reading the Little House series over and over. By him telling her to choose something different it made her lose interest in reading all together. This story hit close to home for me because that is probably something I would have said if I encountered a student like that. Now I know the child will probably move on to a different title in his or her own time. We as teachers have such a difficult task to make sure that our students become motivated readers. I agree with the fact that we ourselves must be motivated readers before we can even talk about it to our students. Practice what we preach! I really enjoyed reading this chapter and found out some interesting things to do in my own classroom someday to create a great reading atmosphere.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
ZOOM Craft Lesson
Discussion:
This book is all about perspective and how all people see things so differently. I would use this book to show my students that each person’s perspective is different and just because they think a picture shows one thing another student will see it as being something totally opposite.
How To Teach It:
For this activity I would let each student have a copy of Zoom. I would not read the whole book first; instead I would go through each picture individually. Before we began I would explain to the students that each picture is part of something bigger. As we go through each picture each student would have a piece of paper and they would write down what they see in that picture. Their next task would be to think of where that picture fits in the next picture. As they flip the page they can see if they were right or not but they can not change what they wrote down. After we have done that with all the pictures they will switch with a partner and see if their perspectives of the pictures are the same.
Banyai, Istvan. Zoom. New York NY: Puffin Books, 1995.
This book is all about perspective and how all people see things so differently. I would use this book to show my students that each person’s perspective is different and just because they think a picture shows one thing another student will see it as being something totally opposite.
How To Teach It:
For this activity I would let each student have a copy of Zoom. I would not read the whole book first; instead I would go through each picture individually. Before we began I would explain to the students that each picture is part of something bigger. As we go through each picture each student would have a piece of paper and they would write down what they see in that picture. Their next task would be to think of where that picture fits in the next picture. As they flip the page they can see if they were right or not but they can not change what they wrote down. After we have done that with all the pictures they will switch with a partner and see if their perspectives of the pictures are the same.
Banyai, Istvan. Zoom. New York NY: Puffin Books, 1995.
Wednesday, April 16, 2008
Babymouse Craft Lesson
Holm, Jennifer L, and Matthew Holm. Babymouse Our Hero. New York: Random House, 2005.
Discussion
I think it is important for children to be exposed to all different types of writing. They should know that there is so much more out there than just the traditional way of writing a book and reading it. Some children may already be exposed to comic books, but, they may think that is not "real" reading. It is my hopes that by showing them Babymouse, they will understand how different writing can still be fun!
How To Teach It
After reading Babymouse with the whole class (each person will have their own copy), each person will make their own comic book. Before they begin writing I will introduce the right techniques and process for writing their comic book. Each person can make up a character, the plot, setting and storyline for their comic but they have to make sure that they are following the proper way to write a comic book. After everyone is finished with their story they will tell the class who their character is and the plot of their comic, they may then take it home to read and share with their parents!
Discussion
I think it is important for children to be exposed to all different types of writing. They should know that there is so much more out there than just the traditional way of writing a book and reading it. Some children may already be exposed to comic books, but, they may think that is not "real" reading. It is my hopes that by showing them Babymouse, they will understand how different writing can still be fun!
How To Teach It
After reading Babymouse with the whole class (each person will have their own copy), each person will make their own comic book. Before they begin writing I will introduce the right techniques and process for writing their comic book. Each person can make up a character, the plot, setting and storyline for their comic but they have to make sure that they are following the proper way to write a comic book. After everyone is finished with their story they will tell the class who their character is and the plot of their comic, they may then take it home to read and share with their parents!
Thursday, April 10, 2008
Zoom
Banyai, Istvan. Zoom. New York NY: Puffin Books, 1995.
I really didn't know what to expect when I began flipping through the pages, and after looking at Sidewalk Circus I was not to sure I would like this one either. I am happy to say that I was pleasently surprised. After flipping through the first several pages it was not what I expected at all. I liked seeing all the different perspectives on each page and it was fun to predict what the next page would bring. I had no idea this was the type of book it was going to be. I definently think this is a book that would be good to use to bring out creativity and prediction skills in students. I can say with confidence that this book will stay in my personal library.
I really didn't know what to expect when I began flipping through the pages, and after looking at Sidewalk Circus I was not to sure I would like this one either. I am happy to say that I was pleasently surprised. After flipping through the first several pages it was not what I expected at all. I liked seeing all the different perspectives on each page and it was fun to predict what the next page would bring. I had no idea this was the type of book it was going to be. I definently think this is a book that would be good to use to bring out creativity and prediction skills in students. I can say with confidence that this book will stay in my personal library.
Chapter 16
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I found this chapter very interesting! As teachers we have a big responsibility over what our students read. I really liked how this chapter went through some different books and the rucus they have caused in the past. We, as future teachers, have a huge responsibility for making sure the books we pick are right for our paticular students. I very much agree with the statement that if we aren't going to be prepared for backlash and be able to stand up for our arguement then we probably should not pick that book!
I found this chapter very interesting! As teachers we have a big responsibility over what our students read. I really liked how this chapter went through some different books and the rucus they have caused in the past. We, as future teachers, have a huge responsibility for making sure the books we pick are right for our paticular students. I very much agree with the statement that if we aren't going to be prepared for backlash and be able to stand up for our arguement then we probably should not pick that book!
Sunday, April 6, 2008
Chapter 15
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
This chapter deals with mulitcultural aspects in reading. It is our responsibility as teachers to make sure that we teach our students to appreciate everyone's culture. It is extremely important to do this, and I feel books about different cultures is a good way to bring about the subject. It would be good to use these books to teach stereotypes, different holidays and all the different ways of life. It is a guarantee that I will teach this subject and have these multicultural books for my students.
This chapter deals with mulitcultural aspects in reading. It is our responsibility as teachers to make sure that we teach our students to appreciate everyone's culture. It is extremely important to do this, and I feel books about different cultures is a good way to bring about the subject. It would be good to use these books to teach stereotypes, different holidays and all the different ways of life. It is a guarantee that I will teach this subject and have these multicultural books for my students.
Chapter 14
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I never knew how many types of informational books there really are. This chapter went through different types of informational books and how we could incorporate them into the modern day classroom. I never liked informational books while I was in school mainly because they were never presented to me as being interesting to read. These types of books were what I looked at to do research. This chapter gave many new types of informational books and great ways to use them in the classrooms today. I believe children should read these books not only for information, but for fun as well. I feel I will incorporate informational books into my classroom library.
I never knew how many types of informational books there really are. This chapter went through different types of informational books and how we could incorporate them into the modern day classroom. I never liked informational books while I was in school mainly because they were never presented to me as being interesting to read. These types of books were what I looked at to do research. This chapter gave many new types of informational books and great ways to use them in the classrooms today. I believe children should read these books not only for information, but for fun as well. I feel I will incorporate informational books into my classroom library.
Sunday, March 30, 2008
Babymouse Our Hero
Holm, Jennifer L, and Matthew Holm. Babymouse Our Hero. New York: Random House, 2005.
This book was about a little girl who just can't seem to have everything fall in to place. She has such a spunky personality how can you not help but like her?! After conquering dodgeball and finally defeating Felicia Furrypaws, Babymouse thinks she is on top of the world! But, little does she know what is lurking around the corner to stuff her into her dreaded killer locker. I really enjoyed reading this book. I did not read comic books when I was growing up so I was unfamiliar with the format. But, that was easy to get over and the content of the book was amazing. It was hilarious! I feel like any child would love this book and I would highly recommend it to my students.
This book was about a little girl who just can't seem to have everything fall in to place. She has such a spunky personality how can you not help but like her?! After conquering dodgeball and finally defeating Felicia Furrypaws, Babymouse thinks she is on top of the world! But, little does she know what is lurking around the corner to stuff her into her dreaded killer locker. I really enjoyed reading this book. I did not read comic books when I was growing up so I was unfamiliar with the format. But, that was easy to get over and the content of the book was amazing. It was hilarious! I feel like any child would love this book and I would highly recommend it to my students.
Monday, March 24, 2008
Stuart's Cape Craft Lesson
Pennypacker, S. Stuart's Cape. Illus. Martin Matje. New York NY: Scholastic/Orchard Books, 2002.
Discussion
I think that every once in a while it is okay to go outside the box with an assignment and let the kids have fun! Stuart's Cape is all about imagination, superheroes and letting this little boy have fun. I feel it is important for kids to have fun, even if they are in the classroom. I would use this assignment for fifth graders in an art class and then have them do some creative writing on their art project. I am hoping this stimulates their imagination and helps them be creative in their writing.
How to Teach It
I would let the class read this book together for an all class read aloud. After we finished reading I would explain to them that for this assignment they are going to let their imaginations run wild. I would supply everyone with a piece of cloth made into a cape. They are going to design their capes however they choose! They can paint it, color it, cut it and whatever else they think of. But, the design of their cape has to fit in with their writing assignment. After they design their cape they will write a description of it and what it helps them do. Their writing has to be done with correct grammer, punctuation and sentence structure. They will then wear their cape and present it to the class and turn in their writing assignment.
Discussion
I think that every once in a while it is okay to go outside the box with an assignment and let the kids have fun! Stuart's Cape is all about imagination, superheroes and letting this little boy have fun. I feel it is important for kids to have fun, even if they are in the classroom. I would use this assignment for fifth graders in an art class and then have them do some creative writing on their art project. I am hoping this stimulates their imagination and helps them be creative in their writing.
How to Teach It
I would let the class read this book together for an all class read aloud. After we finished reading I would explain to them that for this assignment they are going to let their imaginations run wild. I would supply everyone with a piece of cloth made into a cape. They are going to design their capes however they choose! They can paint it, color it, cut it and whatever else they think of. But, the design of their cape has to fit in with their writing assignment. After they design their cape they will write a description of it and what it helps them do. Their writing has to be done with correct grammer, punctuation and sentence structure. They will then wear their cape and present it to the class and turn in their writing assignment.
Chapter 13
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
This chapter discusses all the different types of biographies and what each kind encompasses. I liked this chapter because I learned something new and thought of innovative ways to use biographies in my classroom someday. I have to say, I was actually surprised at how many different types of biographies there were! I had no idea! I remember having to read biographies when I was in elementary school and then having to give a report of that persons life! BORING! It was always the same. I would think up something new and different to have kids enjoy reading these. I think a key factor in having kids enjoy reading biographies, is letting them choose a subject or someone that interest them. If they have to read about someone they feel no connection with or think is boring, they will end up not liking biographies! I really liked the idea of picture book biographies and exposing them to kids at a younger age. Maybe you could use them to introduce a certain topic or a certain subject!
This chapter discusses all the different types of biographies and what each kind encompasses. I liked this chapter because I learned something new and thought of innovative ways to use biographies in my classroom someday. I have to say, I was actually surprised at how many different types of biographies there were! I had no idea! I remember having to read biographies when I was in elementary school and then having to give a report of that persons life! BORING! It was always the same. I would think up something new and different to have kids enjoy reading these. I think a key factor in having kids enjoy reading biographies, is letting them choose a subject or someone that interest them. If they have to read about someone they feel no connection with or think is boring, they will end up not liking biographies! I really liked the idea of picture book biographies and exposing them to kids at a younger age. Maybe you could use them to introduce a certain topic or a certain subject!
Monday, March 17, 2008
Stuart's Cape
Pennypacker, S. Stuart's Cape. Illus. Martin Matje. New York NY: Scholastic/Orchard Books, 2002.
This book was about a little boy with a very active imagination! He is very bored until he puts on his "cape" and it takes him on wonderful adventures to meet amazing people. He flys, meets a dinosaur and a horse, his cat turns into the garbage man and he grows toast as big as a matress! I really , really enjoyed reading this book and it was such an easy read. This book uses such great imagery to paint pictures for the reader, and I really got caught up in Stuart's imagination. This would be a great book to introduce to the reader who is tired of picture books but not quite ready for a longer chapter book. AWESOME BOOK!
This book was about a little boy with a very active imagination! He is very bored until he puts on his "cape" and it takes him on wonderful adventures to meet amazing people. He flys, meets a dinosaur and a horse, his cat turns into the garbage man and he grows toast as big as a matress! I really , really enjoyed reading this book and it was such an easy read. This book uses such great imagery to paint pictures for the reader, and I really got caught up in Stuart's imagination. This would be a great book to introduce to the reader who is tired of picture books but not quite ready for a longer chapter book. AWESOME BOOK!
Sidewalk Circus Craft Lesson
Fleischman, Paul and Hawkes, Kevin. Sidewalk Circus. Picture book. Cambridge MA: Candlewick Press, 2004.
Discussion
I think imagination is a very important trait for a child to develop. Wonderful things can come from a child having an active imagination, and the last thing I feel we as future teachers should do is supress that!
How to Teach It
I would like the students to create their own Sidewalk Circus by using their imaginations. First I would read the book very carefully so the students can start to see the "circus" in the book. This might be easy for a child to look over if they don't use their imaginations. The students can go where ever they feel the most comfortable; the gym, library, outisde or in the luch room, and look around to imagine thier Sidewalk Circus. I feel that this will get their imaginations working and wonderful things will come when they start to get wrapped up in their own Sidewalk Circus!
Discussion
I think imagination is a very important trait for a child to develop. Wonderful things can come from a child having an active imagination, and the last thing I feel we as future teachers should do is supress that!
How to Teach It
I would like the students to create their own Sidewalk Circus by using their imaginations. First I would read the book very carefully so the students can start to see the "circus" in the book. This might be easy for a child to look over if they don't use their imaginations. The students can go where ever they feel the most comfortable; the gym, library, outisde or in the luch room, and look around to imagine thier Sidewalk Circus. I feel that this will get their imaginations working and wonderful things will come when they start to get wrapped up in their own Sidewalk Circus!
Read Aloud Plan 2
Pennypacker, S. Stuart's Cape. Illus. Martin Matje. New York NY: Scholastic/Orchard Books, 2002.
Plan:
For my second read aloud, I plan on reading Stuart's Cape to a little boy in late third grade. This little boy has a very active imagination so I am hoping that he really enjoys this book. It is my hopes that he can somewhat identify with Stuart and enjoys his adventures. I am going to read aloud to him, but I would also like him to join in on the reading. I am really hoping he likes this story as much as I did!
Journal:
I read this book to a little boy in third grade. I started out by reading the first couple pages and then asked him if he wanted to read a little. He was more than willing, and I think he really enjoyed reading to me! I decided not to read the book straight though in one day because I wanted him to participate as much as possible. Instead, I read it over about three days, each day asking him to recap what we had previously read. I was very surprised at his reading level. Although, I did help him through a few words he read very well and also comprehended the parts he read. I am really glad that I let him read and didn’t do it all myself. I also think he truly enjoyed being the one reading and making me listen!
After we finished reading I asked him what he thought of the book. I was very pleasantly surprised at how much he liked it. This little boy has such an active imagination and loves the idea of “superheroes”. He can even entertain himself by making two dirt clods into monsters that are destroying the world! He told me the part he enjoyed the most about Stuart’s Cape was when Stuart discovered he could fly, and his Aunt had to feed him Pound Cake to get him down! He said he also liked it when Stuart slept on toast because he wants his bed to be a racecar instead of a regular bed! After we finished the book I asked him if he could have any special power what it would be; his reply was that he wanted to be invisible so he could sneak in his sister’s room and scare her! I personally have no doubt this is exactly what he would do!
Plan:
For my second read aloud, I plan on reading Stuart's Cape to a little boy in late third grade. This little boy has a very active imagination so I am hoping that he really enjoys this book. It is my hopes that he can somewhat identify with Stuart and enjoys his adventures. I am going to read aloud to him, but I would also like him to join in on the reading. I am really hoping he likes this story as much as I did!
Journal:
I read this book to a little boy in third grade. I started out by reading the first couple pages and then asked him if he wanted to read a little. He was more than willing, and I think he really enjoyed reading to me! I decided not to read the book straight though in one day because I wanted him to participate as much as possible. Instead, I read it over about three days, each day asking him to recap what we had previously read. I was very surprised at his reading level. Although, I did help him through a few words he read very well and also comprehended the parts he read. I am really glad that I let him read and didn’t do it all myself. I also think he truly enjoyed being the one reading and making me listen!
After we finished reading I asked him what he thought of the book. I was very pleasantly surprised at how much he liked it. This little boy has such an active imagination and loves the idea of “superheroes”. He can even entertain himself by making two dirt clods into monsters that are destroying the world! He told me the part he enjoyed the most about Stuart’s Cape was when Stuart discovered he could fly, and his Aunt had to feed him Pound Cake to get him down! He said he also liked it when Stuart slept on toast because he wants his bed to be a racecar instead of a regular bed! After we finished the book I asked him if he could have any special power what it would be; his reply was that he wanted to be invisible so he could sneak in his sister’s room and scare her! I personally have no doubt this is exactly what he would do!
Wednesday, March 12, 2008
Poetry Folder
An Angel for My Friend
By: Eloise Greenfield
Greenfield, Eloise. Angels. Illus. Jan Spivey Gilchrist. New York NY: Hyperion Books for Children, 1998.
This is such a beautiful poem about friendship. I like this poem because the little boy
sounds so sincere and it is so poignant.
I want the children to write a poem about their best friend and what he or she means to them.
Castanet Clicks
By: Pat Mora
Mora, Pat. Confetti: Poems for Children. Illus. Enrique Sanchez. New York NY: Lee and Low Books, 1996.
The illustrations in this book are absolutely amazing, I think that is one of the main reasons I choose this book. I also liked the fact that it was a bilingual book.
I would use this book to teach students how to count in Spanish. I also think it would be good for ESL kids to practice counting in English.
Colors
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends. New York NY: Harper & Row, 1974.
This poem reminds me of the Dr. Seuss book “My Many Colored Days”. I enjoyed it because it made me feel like the child has a lot of emotions inside but doesn’t quite know how to express them.
I would use this poem to teach feelings. I might also incorporate it with the Dr. Seuss book “My Many Colored Days” to help them explain their feelings. I think these two pieces would pair nicely together!
Giant Children
By: Brod Bagert
Bagert, Brod. Giant Children. Illus. Ted Arnold. New York NY: Dial Books for Young Readers, 2002.
I thought this poem was very funny and the illustrations are just as great. I think it captures what a class pet would feel like perfectly with all the children around it constantly.
I would read this poem to the children before I brought in the class pet. I don’t think I would make an assignment out of this; instead I would just hang it by our pet so the children would remember to be careful with it.
Oceans Five
By: J. Patrick Lewis
Lewis, J. Patrick. A World of Wonders: Geographic Travels in Verse and Rhyme. Illus. Allison Jay. New York NY: Dial Book for Young Readers, 2002.
I choose this poem because it is a good poem to learn about geography, but it also funny so it doesn’t feel like you are actually learning.
I would use this poem and incorporate it into a geography lesson. I think it would be extremely useful in helping the students learn about the oceans; which can sometimes be hard to remember!
People Are Really Good At Heart
By: J. Patrick Lewis
Lewis, J. Patrick. Vherses: A Celebration of Outstanding Women. Creative Editions. Illus Mark Summers. Mankato MN: The Creative Company, 2005.
This poem is about Anne Frank. It is amazing to read. It paints such vivid imagery of Anne Frank and her plight.
I would use this poem when we begin to talk about Anne Frank, probably in the 5th grade. I would read this before we even begin to talk about the Holocaust as a lead in to the subject.
Smart
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends.. New York NY: Harper & Row, 1974.
I think most children are like this child in the poem. Every child thinks that if you get more of something it is better, never mind the fact that the child is getting less money each time! I am sure I was like this; I was the child that would rather get two quarters instead of one dollar!!
I remember learning how to count money in elementary school and I think this would be a good introduction to that lesson.
Texas Prayer
By: David Davis
Davis, David. Texas Mother Goose. Illus. Sue Marshall Ward. Gretna Louisiana: Pelican Publishing, 2006.
Though this is a short poem, I really enjoyed it. Everyone loves the state we live in, and we should be proud of where we come from!
I would hang this poem in my classroom for everyone to enjoy. I think it is relatable because we all love the state we live in!
Twinkle, Twinkle, Texas Star
By: David Davis
Davis, David. Texas Mother Goose. Illus. Sue Marshall Ward. Gretna Louisiana: Pelican Publishing, 2006.
I liked this poem not only because it is a Mother Goose poem, but also because it is a TEXAS Mother Goose poem. It puts a Texas twist on the regular version and could be very relatable in the classroom, especially in West Texas.
I would use this poem for the younger grades when they are just learning about Mother Goose. I would read the regular Twinkle, Twinkle Little Star and then this version and see which one they like better.
What Is Science?
By: Rebecca Kai Dotlich
Dotlich, Rebecca Kai. Spectacular Science: A Book of Poems. Illus. Virginia Halstead. New York NY: Simon & Schuster Children’s Publishing Division, 1999.
I really enjoyed the illustration that accompanied this poem. I also think it encompasses what science is perfectly for someone that is just delving into the subject!
I would use this poem as an introduction to a science lesson. I think it would great for a class that is just beginning to learn more about science.
What Are You, Wind?
By: Mary O’Neill
O’Neill, Mary. Spectacular Science: A Book of Poems. Illus. Virginia Halstead. New York NY: Simon & Schuster Children’s Publishing Division, 1999.
I think my favorite part of this poem and the whole book is the pictures. They are so bright and fun. I feel if a child picked up this collection of poems they would no doubt enjoy all of them. This poem is also fitting because of the region we live in, windy west Texas!
I would use this poem to introduce a science lesson on weather and wind. I think every student could relate to this poem especially since we definitely now what wind is like!
Bad Words
By: Brod Bagert
Bagert, Brod. Giant Children. Illus. Ted Arnold. New York NY: Dial Books for Young Readers, 2002.
I remember being little and my mom telling me never say the words I CAN’T. This poem reminds me of my childhood and my mother. It is perfect to build up a child’s self esteem and make them understand they can do anything.
I think this is a perfect poem to read to a class at the beginning of the year. A child should never think they CAN’T do something. I would like to have the children write down at the beginning of the year a list of things they want to accomplish. As they get these things done they can mark them off on their list. I think this will build up their self esteem.
Christopher Columbus
By: J. Patrick Lewis
Lewis, J. Patrick. A World of Wonders: Geographic Travels in Verse and Rhyme. Illus. Allison Jay. New York NY: Dial Book for Young Readers, 2002.
I like poems like this when I was in school, especially when it had to do with my name. Though this one does not have someone’s name in it, it is helping the students learn about Christopher Columbus.
I think this would be useful in helping the students learn about Christopher Columbus. I would read it aloud and then give them copies to keep. I would also let them write a poem like this but with their name!
Fourth of July Night
By: Dorothy Aidis
Aidis, Dorothy. The Free and the Brave: A Collection of Poems about the United States. Illus. Sara Rojo Perez. Minneapolis MN: Compass Point Books, 2004.
I personally love the Fourth of July and that is one reason I selected this poem. I think every child loves July 4th for everything it includes, fireworks, good food, swimming and sun. They may not know exactly what the holiday stands for; they just know they enjoy it!
I would use this poem to teach alliteration to students. I believe it would work well because it has good examples of alliteration throughout (wheels whirling, spit sparks, flowers falling).
Hector the Collector
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends.. New York NY: Harper & Row, 1974.
I liked this poem because the reader can tell all these things meant so much to this little boy. He could find anything and make it into a treasure that he adored. Someone else’s trash is another person’s treasure!
I think this is a good poem to work on rhyming skills for children. Almost each line has a pair of rhyming words for the children to identify and learn.
Pencils
By: Barbara Esbensen
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I like this poem because I thought I was so creative how the author made it seem how all of a child’s ideas are bottled up in a pencil. That tiny pencil brings all the child’s ideas to life.
After I read this poem I would like to give the children one blank piece of paper and a pencil. I want to see what they can come up with from their imagination. Whether it be a poem, story or picture it will be interesting to see what their pencil brings to life!
Skyscraper
By: J. Patrick Lewis
Lewis, J. Patrick. Vherses: Doodle Dandies: Poems That Take Shape. Illus. Lisa Desimini. New York NY: Simon & Schuster, 1998.
I always loved this type of poem. I think they are fun to read and fun to write. They test your creativity and your writing skills.
I would use this poem to teach my students how to write a poem that takes shape. I hope they will have as much enthusiasm for them as I did.
The Dirtiest Man In The World
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends. New York NY: Harper & Row, 1974.
This is one of the poems I can remember very well from my childhood. I loved it when I first heard it as a child and finding it to reread made me reminisce of the great memory I had with it.
This is one of the poems that I would put on the board for the children to enjoy. I wouldn’t read it out loud; it would just be up there for them to see. At the end of the week I might ask who has read the poem on the board and ask what they thought of it! It is my hopes that if they see it and read it, they will enjoy it as much as I did.
What I’ve Learned At School
By: Robert Pottle
Pottle, Robert. I’m Allergic To School. Illus. Mike and Carl Gordon. http://www.gigglepoetry.com/poem. Meadowbrook Press.
I thought this poem was hilarious. It is all the things kids want to do at school but can’t because they should know better! The child is learning all these things but can’t figure out why he is getting in so much trouble!
I would use this poem for the early grades to teach manners. When children first come to school they may not know exactly how to act! I would use to teach them the things they should NOT do.
When Riddles Come Rumbling
By: Rebecca Kai Dotlich
Dotlich, Rebecca Kai. When Riddles Come Rumbling: Poems to Ponder. Illus. Karen Dugan. Honesdale PN: Wordsong: Boyds Mills Press, Inc., 2001.
I enjoyed this poem because of its creativity. It didn’t have an individual title but if you read it carefully and you are able to look at the illustration, you can see it is about a rollercoaster.
Every child has been to an amusement park or to a fair. I would like to have them write something like this poem. They would be able to pick anything at the fair or amusement park and write a poem describing it without telling what it is!
By: Eloise Greenfield
Greenfield, Eloise. Angels. Illus. Jan Spivey Gilchrist. New York NY: Hyperion Books for Children, 1998.
This is such a beautiful poem about friendship. I like this poem because the little boy
sounds so sincere and it is so poignant.
I want the children to write a poem about their best friend and what he or she means to them.
Castanet Clicks
By: Pat Mora
Mora, Pat. Confetti: Poems for Children. Illus. Enrique Sanchez. New York NY: Lee and Low Books, 1996.
The illustrations in this book are absolutely amazing, I think that is one of the main reasons I choose this book. I also liked the fact that it was a bilingual book.
I would use this book to teach students how to count in Spanish. I also think it would be good for ESL kids to practice counting in English.
Colors
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends. New York NY: Harper & Row, 1974.
This poem reminds me of the Dr. Seuss book “My Many Colored Days”. I enjoyed it because it made me feel like the child has a lot of emotions inside but doesn’t quite know how to express them.
I would use this poem to teach feelings. I might also incorporate it with the Dr. Seuss book “My Many Colored Days” to help them explain their feelings. I think these two pieces would pair nicely together!
Giant Children
By: Brod Bagert
Bagert, Brod. Giant Children. Illus. Ted Arnold. New York NY: Dial Books for Young Readers, 2002.
I thought this poem was very funny and the illustrations are just as great. I think it captures what a class pet would feel like perfectly with all the children around it constantly.
I would read this poem to the children before I brought in the class pet. I don’t think I would make an assignment out of this; instead I would just hang it by our pet so the children would remember to be careful with it.
Oceans Five
By: J. Patrick Lewis
Lewis, J. Patrick. A World of Wonders: Geographic Travels in Verse and Rhyme. Illus. Allison Jay. New York NY: Dial Book for Young Readers, 2002.
I choose this poem because it is a good poem to learn about geography, but it also funny so it doesn’t feel like you are actually learning.
I would use this poem and incorporate it into a geography lesson. I think it would be extremely useful in helping the students learn about the oceans; which can sometimes be hard to remember!
People Are Really Good At Heart
By: J. Patrick Lewis
Lewis, J. Patrick. Vherses: A Celebration of Outstanding Women. Creative Editions. Illus Mark Summers. Mankato MN: The Creative Company, 2005.
This poem is about Anne Frank. It is amazing to read. It paints such vivid imagery of Anne Frank and her plight.
I would use this poem when we begin to talk about Anne Frank, probably in the 5th grade. I would read this before we even begin to talk about the Holocaust as a lead in to the subject.
Smart
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends.. New York NY: Harper & Row, 1974.
I think most children are like this child in the poem. Every child thinks that if you get more of something it is better, never mind the fact that the child is getting less money each time! I am sure I was like this; I was the child that would rather get two quarters instead of one dollar!!
I remember learning how to count money in elementary school and I think this would be a good introduction to that lesson.
Texas Prayer
By: David Davis
Davis, David. Texas Mother Goose. Illus. Sue Marshall Ward. Gretna Louisiana: Pelican Publishing, 2006.
Though this is a short poem, I really enjoyed it. Everyone loves the state we live in, and we should be proud of where we come from!
I would hang this poem in my classroom for everyone to enjoy. I think it is relatable because we all love the state we live in!
Twinkle, Twinkle, Texas Star
By: David Davis
Davis, David. Texas Mother Goose. Illus. Sue Marshall Ward. Gretna Louisiana: Pelican Publishing, 2006.
I liked this poem not only because it is a Mother Goose poem, but also because it is a TEXAS Mother Goose poem. It puts a Texas twist on the regular version and could be very relatable in the classroom, especially in West Texas.
I would use this poem for the younger grades when they are just learning about Mother Goose. I would read the regular Twinkle, Twinkle Little Star and then this version and see which one they like better.
What Is Science?
By: Rebecca Kai Dotlich
Dotlich, Rebecca Kai. Spectacular Science: A Book of Poems. Illus. Virginia Halstead. New York NY: Simon & Schuster Children’s Publishing Division, 1999.
I really enjoyed the illustration that accompanied this poem. I also think it encompasses what science is perfectly for someone that is just delving into the subject!
I would use this poem as an introduction to a science lesson. I think it would great for a class that is just beginning to learn more about science.
What Are You, Wind?
By: Mary O’Neill
O’Neill, Mary. Spectacular Science: A Book of Poems. Illus. Virginia Halstead. New York NY: Simon & Schuster Children’s Publishing Division, 1999.
I think my favorite part of this poem and the whole book is the pictures. They are so bright and fun. I feel if a child picked up this collection of poems they would no doubt enjoy all of them. This poem is also fitting because of the region we live in, windy west Texas!
I would use this poem to introduce a science lesson on weather and wind. I think every student could relate to this poem especially since we definitely now what wind is like!
Bad Words
By: Brod Bagert
Bagert, Brod. Giant Children. Illus. Ted Arnold. New York NY: Dial Books for Young Readers, 2002.
I remember being little and my mom telling me never say the words I CAN’T. This poem reminds me of my childhood and my mother. It is perfect to build up a child’s self esteem and make them understand they can do anything.
I think this is a perfect poem to read to a class at the beginning of the year. A child should never think they CAN’T do something. I would like to have the children write down at the beginning of the year a list of things they want to accomplish. As they get these things done they can mark them off on their list. I think this will build up their self esteem.
Christopher Columbus
By: J. Patrick Lewis
Lewis, J. Patrick. A World of Wonders: Geographic Travels in Verse and Rhyme. Illus. Allison Jay. New York NY: Dial Book for Young Readers, 2002.
I like poems like this when I was in school, especially when it had to do with my name. Though this one does not have someone’s name in it, it is helping the students learn about Christopher Columbus.
I think this would be useful in helping the students learn about Christopher Columbus. I would read it aloud and then give them copies to keep. I would also let them write a poem like this but with their name!
Fourth of July Night
By: Dorothy Aidis
Aidis, Dorothy. The Free and the Brave: A Collection of Poems about the United States. Illus. Sara Rojo Perez. Minneapolis MN: Compass Point Books, 2004.
I personally love the Fourth of July and that is one reason I selected this poem. I think every child loves July 4th for everything it includes, fireworks, good food, swimming and sun. They may not know exactly what the holiday stands for; they just know they enjoy it!
I would use this poem to teach alliteration to students. I believe it would work well because it has good examples of alliteration throughout (wheels whirling, spit sparks, flowers falling).
Hector the Collector
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends.. New York NY: Harper & Row, 1974.
I liked this poem because the reader can tell all these things meant so much to this little boy. He could find anything and make it into a treasure that he adored. Someone else’s trash is another person’s treasure!
I think this is a good poem to work on rhyming skills for children. Almost each line has a pair of rhyming words for the children to identify and learn.
Pencils
By: Barbara Esbensen
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I like this poem because I thought I was so creative how the author made it seem how all of a child’s ideas are bottled up in a pencil. That tiny pencil brings all the child’s ideas to life.
After I read this poem I would like to give the children one blank piece of paper and a pencil. I want to see what they can come up with from their imagination. Whether it be a poem, story or picture it will be interesting to see what their pencil brings to life!
Skyscraper
By: J. Patrick Lewis
Lewis, J. Patrick. Vherses: Doodle Dandies: Poems That Take Shape. Illus. Lisa Desimini. New York NY: Simon & Schuster, 1998.
I always loved this type of poem. I think they are fun to read and fun to write. They test your creativity and your writing skills.
I would use this poem to teach my students how to write a poem that takes shape. I hope they will have as much enthusiasm for them as I did.
The Dirtiest Man In The World
By: Shel Silverstein
Silverstein, Shel. Where The Sidewalk Ends. New York NY: Harper & Row, 1974.
This is one of the poems I can remember very well from my childhood. I loved it when I first heard it as a child and finding it to reread made me reminisce of the great memory I had with it.
This is one of the poems that I would put on the board for the children to enjoy. I wouldn’t read it out loud; it would just be up there for them to see. At the end of the week I might ask who has read the poem on the board and ask what they thought of it! It is my hopes that if they see it and read it, they will enjoy it as much as I did.
What I’ve Learned At School
By: Robert Pottle
Pottle, Robert. I’m Allergic To School. Illus. Mike and Carl Gordon. http://www.gigglepoetry.com/poem. Meadowbrook Press.
I thought this poem was hilarious. It is all the things kids want to do at school but can’t because they should know better! The child is learning all these things but can’t figure out why he is getting in so much trouble!
I would use this poem for the early grades to teach manners. When children first come to school they may not know exactly how to act! I would use to teach them the things they should NOT do.
When Riddles Come Rumbling
By: Rebecca Kai Dotlich
Dotlich, Rebecca Kai. When Riddles Come Rumbling: Poems to Ponder. Illus. Karen Dugan. Honesdale PN: Wordsong: Boyds Mills Press, Inc., 2001.
I enjoyed this poem because of its creativity. It didn’t have an individual title but if you read it carefully and you are able to look at the illustration, you can see it is about a rollercoaster.
Every child has been to an amusement park or to a fair. I would like to have them write something like this poem. They would be able to pick anything at the fair or amusement park and write a poem describing it without telling what it is!
Sidewalk Circus
Fleischman, Paul and Hawkes, Kevin. Sidewalk Circus. Picture book. Cambridge MA: Candlewick Press, 2004.
I thought this was an interesting book. I do like the idea of the children being allowed to make the story their own, and make their own words for the story. Although, it might be a little hard for kids to pick up on the pictures. I think that you have to be able to look closely at the pictures to pick up on the "Sidewalk Circus", and that might be a little hard for children to do. I personally liked the illustrations in the book, but, I was also never afraid of clowns growing up! I found myself going into my imagination just like the child in the book would!I know alot of children that are afraid of clowns and circus' so they might be a little terrified by this! But, all in all, I feel this is a good book to develop a childs imagination!
I thought this was an interesting book. I do like the idea of the children being allowed to make the story their own, and make their own words for the story. Although, it might be a little hard for kids to pick up on the pictures. I think that you have to be able to look closely at the pictures to pick up on the "Sidewalk Circus", and that might be a little hard for children to do. I personally liked the illustrations in the book, but, I was also never afraid of clowns growing up! I found myself going into my imagination just like the child in the book would!I know alot of children that are afraid of clowns and circus' so they might be a little terrified by this! But, all in all, I feel this is a good book to develop a childs imagination!
Wednesday, February 27, 2008
Read Aloud 1 and Journal
Sendak, Maurice. Where The Wild Things Are. Harper Collins Publishers, 1963.
Plan:
The book I choose to read is “Where The Wild Things Are” by Maurice Sendak. This was one of my favorite books as a kid and one of the few I remember very specifically. I feel like every child should hear it at least once and is my hopes that they enjoy it as much as I did.
I am going to be reading this to a group of Pre Kindergarteners that I look after in the afternoons. They are a rowdy group of boys so I am hoping they will be able to identify with the main character and the ruckus he causes. This is mainly a book about a child’s wild imagination! I want to show these kids that having an active imagination is great and it is a good way to come up with great ideas. For kids being able to go into a far off land and pretend they are in a world of monsters is amazing and every child should have to opportunity to imagine whatever they can. Great ideas come from an imagination!
Journal:
I brought this book to read to three rowdy boys that I thought would be able to identify with the main character and his mischief. I was definitely right on them being able to relate to Max. They thought this book was hilarious and only one of them had heard of it before. All of them really enjoyed how Max dressed up in his wolf suit when he wanted to create ruckus; and one of them even shared how he has a superman cape that he puts on at his house and makes his baby sister be his sidekick!
I really enjoyed reading this book to these boys. I could see that they really enjoyed it and were anxious for me to turn each page. After I got done with the reading I gave each boy a piece of paper and crayons and told them they could draw whatever they wanted. I did this to see how active their imaginations were. One little boy drew himself on a motorcycle with his pet jellyfish. He drew a dinosaur next to it and had a whole story about how the dinosaur was going to eat them, and his jellyfish would sting it and kill it and save his life.
I obviously didn’t tell them I wanted them to get that having an active imagination is good, but I could tell that they had it. Each boy was so creative and I saw they really liked this book and everything Max imagined he was doing! I personally feel like having an active imagination is good and it is something that should be carried on, not stopped when we get older.
Plan:
The book I choose to read is “Where The Wild Things Are” by Maurice Sendak. This was one of my favorite books as a kid and one of the few I remember very specifically. I feel like every child should hear it at least once and is my hopes that they enjoy it as much as I did.
I am going to be reading this to a group of Pre Kindergarteners that I look after in the afternoons. They are a rowdy group of boys so I am hoping they will be able to identify with the main character and the ruckus he causes. This is mainly a book about a child’s wild imagination! I want to show these kids that having an active imagination is great and it is a good way to come up with great ideas. For kids being able to go into a far off land and pretend they are in a world of monsters is amazing and every child should have to opportunity to imagine whatever they can. Great ideas come from an imagination!
Journal:
I brought this book to read to three rowdy boys that I thought would be able to identify with the main character and his mischief. I was definitely right on them being able to relate to Max. They thought this book was hilarious and only one of them had heard of it before. All of them really enjoyed how Max dressed up in his wolf suit when he wanted to create ruckus; and one of them even shared how he has a superman cape that he puts on at his house and makes his baby sister be his sidekick!
I really enjoyed reading this book to these boys. I could see that they really enjoyed it and were anxious for me to turn each page. After I got done with the reading I gave each boy a piece of paper and crayons and told them they could draw whatever they wanted. I did this to see how active their imaginations were. One little boy drew himself on a motorcycle with his pet jellyfish. He drew a dinosaur next to it and had a whole story about how the dinosaur was going to eat them, and his jellyfish would sting it and kill it and save his life.
I obviously didn’t tell them I wanted them to get that having an active imagination is good, but I could tell that they had it. Each boy was so creative and I saw they really liked this book and everything Max imagined he was doing! I personally feel like having an active imagination is good and it is something that should be carried on, not stopped when we get older.
Yum! MmMm! Que Rico! Craft Lesson
Mora, Pat. Yum! MmMm! Que Rico!. Illus. Rafael Lopez. New York: Lee & Low, 2007.
Discussion
I think this is a good book for the older students to start learning the countries of the world a little better. It would be good to group students up and assign each student a different country. This book would help students to learn that so many things we use in our lives originated from a different country.
How To Teach It
I will begin by grouping students into groups of 3 or 4. I feel like any more than that and there won't be enough work for everyone to do. I will hang the map on a blank wall and assign each group a different county. I would like them to do some research on their assigned country. They will need to find out what kind of food they eat, what language the speak, population, how big the county is and anything else they want to add. Each group will write a report, that they will turn in, and then make a presentation to the class on what they found out about their country.
Discussion
I think this is a good book for the older students to start learning the countries of the world a little better. It would be good to group students up and assign each student a different country. This book would help students to learn that so many things we use in our lives originated from a different country.
How To Teach It
I will begin by grouping students into groups of 3 or 4. I feel like any more than that and there won't be enough work for everyone to do. I will hang the map on a blank wall and assign each group a different county. I would like them to do some research on their assigned country. They will need to find out what kind of food they eat, what language the speak, population, how big the county is and anything else they want to add. Each group will write a report, that they will turn in, and then make a presentation to the class on what they found out about their country.
Wednesday, February 20, 2008
Yumm MMMM Que Rico
Mora, Pat. Yum! MmMm! Que rico!. Illus. Rafael Lopez. Madison Avenue NY: LEE & LOW BOOKS Inc., 2007.
I kind of had mixed feelings about this book. I loved the illustrations and all of the vibrant colors on the pages. I had to read it a couple of times to auctually get my feelings together. At first i did not like the way this book was written. But, as i read it more i started to like it. I started to auctually enjoy the haikus on each page and found them engaging. The informational text on each page was very interesting. I didn't know some of the facts about each food. In my opinion i would probably keep this for upper lever kids. It might fly over the youngers ones heads.
I kind of had mixed feelings about this book. I loved the illustrations and all of the vibrant colors on the pages. I had to read it a couple of times to auctually get my feelings together. At first i did not like the way this book was written. But, as i read it more i started to like it. I started to auctually enjoy the haikus on each page and found them engaging. The informational text on each page was very interesting. I didn't know some of the facts about each food. In my opinion i would probably keep this for upper lever kids. It might fly over the youngers ones heads.
Chapter 12
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
History! BLAH! That is how i felt about learning history and having to read history textbooks. I was that kid that was not interested in it at all . I would learn it for a test and then immediatly forget it. After all that, i do regret it because now i am not the greatest person to have a conversation with when it comes to history! But, having read this chapter i do see why learning our history is important! I feel like at the earlier ages it would be helpful if i could find fun books that have to do with our history but present it in a way that is not boring to read and that the kids enjoy. At least that way they will be able to start to learn their history but won't despise it like i did!
History! BLAH! That is how i felt about learning history and having to read history textbooks. I was that kid that was not interested in it at all . I would learn it for a test and then immediatly forget it. After all that, i do regret it because now i am not the greatest person to have a conversation with when it comes to history! But, having read this chapter i do see why learning our history is important! I feel like at the earlier ages it would be helpful if i could find fun books that have to do with our history but present it in a way that is not boring to read and that the kids enjoy. At least that way they will be able to start to learn their history but won't despise it like i did!
Thursday, February 14, 2008
Children's Literature Autobiography
Reading was always considered something important growing up in my family. My parents were big on the fact that reading would help my brother and me become better individuals. They knew it would strengthen our vocabulary and our communication skills; it would also be an enjoyable pastime for us.
Books were always present in my house, so even from an early age I always knew what they were. One of my earliest memories of reading probably consists of not “reading” at all, but looking at all the pictures instead. Since my brother is older than I he was already reading “big kid” books. I would take those very same books and look at the pictures while making up my own words. I would hold the book upside down, sideways or backwards! It didn’t matter, or ever occur to me that I didn’t know the actual story. When I became old enough to know that books actually do have their own words, my parents and teachers introduced the idea of phonics to me. I had the whole “Hooked On Phonics” set and there was a set time each day when I practiced these lessons with my mother. Having to do this everyday helped me tremendously with my reading skills. It built up my confidence and I became excited when I learned new words in the books I was reading. I guess the saying is true, “hooked on phonics worked for me!”
In early elementary school some of my favorite books included If You Give A Mouse A Cookie and The Bearenstein Bears. These books may not have had very high literary content, but they were so much fun for me to read. My parents didn’t care how many times I brought home the same book to read them, they just thought it was neat that I was reading and enjoying it. As my reading skills grew so did my choice of books. In sixth grade I got into chapter books. I was lucky enough to have a teacher, Mrs. Mardell, who encouraged me to choose the books that I enjoyed reading. She felt that if we enjoyed it, it would make us want to do it that much more. The Hank the Cowdog series was my favorite. My parents bought me every book in that collection, and I guarantee I read all of them! I would even take them to school and read them during our silent reading time and on any break we had. Of course at this age I had to do book reports on these books, but because I enjoyed them it was ok I had to write what they were about. I always loved reading in elementary school. My parents and teachers had such a positive outlook on it that it had rubbed off on me. I was so encouraged to do it, that it just came naturally.
When I entered middle school, this once amazing thing I enjoyed began to change drastically. I couldn’t pick the books I wanted to read; I now had to read the books the teacher felt had high literary merit. These books were not the most enjoyable to read, either. I know I didn’t read these books because I wanted to, I read them because I had to! My high school years were a lot of the same. I didn’t enjoy reading at all. I definitely didn’t get to pick the books I wanted to read, and reading for fun got put on the back burner to friends, dates and weekends. The Illiad, The Odyssey, 1984 and The Great Gatsby were just a few that we had to read in high school. These books may have had high literary content, but no high school student wants to read these, much less because they are being forced to. After finishing one of the books for an assignment we would always have to write the traditional book report and interpret what we thought the book meant. To me, this assignment is not the type of thing that keeps a student interested in reading. I never had a teacher in high school that encouraged me to find what I enjoyed reading and build on it. Thus, that made me not want to read, so I was introduced to Cliffnotes and Sparknotes and began taking the easy way out.
I was very lucky to begin my reading journey with such caring and positive influences. My parents and my elementary school teachers, Mrs. Mardell in particular, really made me see how much fun reading can be! After many years of being off the reading bandwagon I have jumped back on. Reading is an enjoyable pastime, as my parents first taught me, and something that is very crucial. Reading great stories is something that sticks with someone forever. It builds confidence, vocabulary and communication skills and you can’t beat seating down with a good book and being caught up in a great story!
Books were always present in my house, so even from an early age I always knew what they were. One of my earliest memories of reading probably consists of not “reading” at all, but looking at all the pictures instead. Since my brother is older than I he was already reading “big kid” books. I would take those very same books and look at the pictures while making up my own words. I would hold the book upside down, sideways or backwards! It didn’t matter, or ever occur to me that I didn’t know the actual story. When I became old enough to know that books actually do have their own words, my parents and teachers introduced the idea of phonics to me. I had the whole “Hooked On Phonics” set and there was a set time each day when I practiced these lessons with my mother. Having to do this everyday helped me tremendously with my reading skills. It built up my confidence and I became excited when I learned new words in the books I was reading. I guess the saying is true, “hooked on phonics worked for me!”
In early elementary school some of my favorite books included If You Give A Mouse A Cookie and The Bearenstein Bears. These books may not have had very high literary content, but they were so much fun for me to read. My parents didn’t care how many times I brought home the same book to read them, they just thought it was neat that I was reading and enjoying it. As my reading skills grew so did my choice of books. In sixth grade I got into chapter books. I was lucky enough to have a teacher, Mrs. Mardell, who encouraged me to choose the books that I enjoyed reading. She felt that if we enjoyed it, it would make us want to do it that much more. The Hank the Cowdog series was my favorite. My parents bought me every book in that collection, and I guarantee I read all of them! I would even take them to school and read them during our silent reading time and on any break we had. Of course at this age I had to do book reports on these books, but because I enjoyed them it was ok I had to write what they were about. I always loved reading in elementary school. My parents and teachers had such a positive outlook on it that it had rubbed off on me. I was so encouraged to do it, that it just came naturally.
When I entered middle school, this once amazing thing I enjoyed began to change drastically. I couldn’t pick the books I wanted to read; I now had to read the books the teacher felt had high literary merit. These books were not the most enjoyable to read, either. I know I didn’t read these books because I wanted to, I read them because I had to! My high school years were a lot of the same. I didn’t enjoy reading at all. I definitely didn’t get to pick the books I wanted to read, and reading for fun got put on the back burner to friends, dates and weekends. The Illiad, The Odyssey, 1984 and The Great Gatsby were just a few that we had to read in high school. These books may have had high literary content, but no high school student wants to read these, much less because they are being forced to. After finishing one of the books for an assignment we would always have to write the traditional book report and interpret what we thought the book meant. To me, this assignment is not the type of thing that keeps a student interested in reading. I never had a teacher in high school that encouraged me to find what I enjoyed reading and build on it. Thus, that made me not want to read, so I was introduced to Cliffnotes and Sparknotes and began taking the easy way out.
I was very lucky to begin my reading journey with such caring and positive influences. My parents and my elementary school teachers, Mrs. Mardell in particular, really made me see how much fun reading can be! After many years of being off the reading bandwagon I have jumped back on. Reading is an enjoyable pastime, as my parents first taught me, and something that is very crucial. Reading great stories is something that sticks with someone forever. It builds confidence, vocabulary and communication skills and you can’t beat seating down with a good book and being caught up in a great story!
Wednesday, February 13, 2008
My Many Colored Days Craft Lesson
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York: Random House, 1996.
Discussion
I think this is a great book for the younger grades. It goes through emotions that young kids feel but might not know how to express. It is wonderful how the young boy associates his emotions with not only a color, but also an object or an animal.
How to Teach It
I will start this activity by reading the book "My Many Colored Days" aloud to the class. After we finish reading this book, I am going to have the students decide how they feel on each day of the week. I will have them make a book out of construction paper just like "My Many Colored Days". I will get construction paper and staple it to look like a book. Each day the students will decide how they feel and then pick the color they think goes with that feeling. For example, if they are happy they can pick yellow and draw a bright sun! At the end of the week they will have a book just like the Dr. Seuss book to take home and share with their family.
Discussion
I think this is a great book for the younger grades. It goes through emotions that young kids feel but might not know how to express. It is wonderful how the young boy associates his emotions with not only a color, but also an object or an animal.
How to Teach It
I will start this activity by reading the book "My Many Colored Days" aloud to the class. After we finish reading this book, I am going to have the students decide how they feel on each day of the week. I will have them make a book out of construction paper just like "My Many Colored Days". I will get construction paper and staple it to look like a book. Each day the students will decide how they feel and then pick the color they think goes with that feeling. For example, if they are happy they can pick yellow and draw a bright sun! At the end of the week they will have a book just like the Dr. Seuss book to take home and share with their family.
Monday, February 11, 2008
Minn and Jake Craft Lesson
Wong, Janet. Minn and Jake. New York: Farrar, 2003.
I thought Minn and Jake was a great book for fifth graders. It explores how difficult it is for this age group to form solid friendships.This age group could really relate to the characters and the attitudes they portray towards certain events. Being in fifth grade is such an akward time...so I thought to pick something akward out of this book and have fun with it.
Activity
I would like to read this book as a read aloud in class over the course of about one week. After we finish the book the students will draw which animal they see themselves as. It can be whatever they choose! It can even be a made up animal, but, if they choose to do that they have to explain what the animal is and why it suits them. After they have finished drawing they are going to color their animal and write a paragraph on why they see themselves as that animal! I think this would help them identify with how Minn feels and how akward this time can be. This assignment would get their imaginations working and help them in their creative writing!
I thought Minn and Jake was a great book for fifth graders. It explores how difficult it is for this age group to form solid friendships.This age group could really relate to the characters and the attitudes they portray towards certain events. Being in fifth grade is such an akward time...so I thought to pick something akward out of this book and have fun with it.
Activity
I would like to read this book as a read aloud in class over the course of about one week. After we finish the book the students will draw which animal they see themselves as. It can be whatever they choose! It can even be a made up animal, but, if they choose to do that they have to explain what the animal is and why it suits them. After they have finished drawing they are going to color their animal and write a paragraph on why they see themselves as that animal! I think this would help them identify with how Minn feels and how akward this time can be. This assignment would get their imaginations working and help them in their creative writing!
Thursday, February 7, 2008
My Many Colored Days
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York: Random House, 1996.
This book was about a little boy who uses colors and animals to express how he is feeling each day. This was an interesting book, but of course Dr. Seuss is always interesting. The illustrations in the story were my favorite part. The colors were very vivid and I think kids would like all the colors. I think this book would be good for the pre-k and kindergarten crowds more than the older ones. Children do not always know how to express their emotions and this may help them understand how to do that better. How can any one go wrong with Dr. Seuss!
This book was about a little boy who uses colors and animals to express how he is feeling each day. This was an interesting book, but of course Dr. Seuss is always interesting. The illustrations in the story were my favorite part. The colors were very vivid and I think kids would like all the colors. I think this book would be good for the pre-k and kindergarten crowds more than the older ones. Children do not always know how to express their emotions and this may help them understand how to do that better. How can any one go wrong with Dr. Seuss!
Sunday, February 3, 2008
Children's Literature Briefly, Chapter 18
Tunnell, Michael O. and James S. Jacobs. Children's Literature Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008.
We were assigned to read Tunnell and Jacobs chapter 18. In this chapter I really enjoyed reading the different stories about how people learn. It just shows you that people learn in ALL different ways and the person in each story is very intelligent. I think my favorite was about the little girl Cushla Yeoman who was born with handicaps and her doctors recommended she be put in an institution. Her parents felt otherwise and had seen her respond to books. She eventually overcame this handicap and her doctors pronounced her socially well adjusted. This story just shows the impact reading has on children. Even if the child can not read, when a parent reads to a child it has just as big an impact. The children still see the pictures and hear the words!!!
We were assigned to read Tunnell and Jacobs chapter 18. In this chapter I really enjoyed reading the different stories about how people learn. It just shows you that people learn in ALL different ways and the person in each story is very intelligent. I think my favorite was about the little girl Cushla Yeoman who was born with handicaps and her doctors recommended she be put in an institution. Her parents felt otherwise and had seen her respond to books. She eventually overcame this handicap and her doctors pronounced her socially well adjusted. This story just shows the impact reading has on children. Even if the child can not read, when a parent reads to a child it has just as big an impact. The children still see the pictures and hear the words!!!
Minn & Jake Part 2
Wong, Janet S. Minn and Jake. Illus. Genevieve Cote. New York, NY: Frances Foster Books, 2003.
This book was an awesome read. I really enjoyed the verse writing for this book as opposed to how a regular chapter book would be written. In the beginning of the book Minn says she feels very lizardy and alone and feels like she has no real friends. Once she began to become friends with Jake and let him into her world, she got over this akwardness she used to feel and became happy. She reverted back to this feeling when Jake left for the summer and once again she was all alone! In the beginning of this book Minn did not like Jake at all, but once she let him in her world her perspective changed. This book showed that even if two people are totally opposite they can still become the best of friends.
This book was an awesome read. I really enjoyed the verse writing for this book as opposed to how a regular chapter book would be written. In the beginning of the book Minn says she feels very lizardy and alone and feels like she has no real friends. Once she began to become friends with Jake and let him into her world, she got over this akwardness she used to feel and became happy. She reverted back to this feeling when Jake left for the summer and once again she was all alone! In the beginning of this book Minn did not like Jake at all, but once she let him in her world her perspective changed. This book showed that even if two people are totally opposite they can still become the best of friends.
Saturday, January 26, 2008
Minn & Jake Part 1
Wong, Janet S. Minn and Jake. Illus. Genevieve Cote. New York, NY: Frances Foster Books, 2003.
I have really enjoyed reading this book so far. It brings me back to my childhood and the good ol days of recess. I enjoyed how they portrayed Minn as the tomboy, the one who likes lizards and to get dirty, and Jake is the one who is scared of lizards and would rather nap than catch them.
This book was such an easy for read for me. This book would be perfect for the reader who is just getting into chapter books. I feel that it is very good for kids probably in the fifth grade as they could relate easily to the issues Minn and Jake are having. I have not finished reading this book but I can not wait to start the second part!
I have really enjoyed reading this book so far. It brings me back to my childhood and the good ol days of recess. I enjoyed how they portrayed Minn as the tomboy, the one who likes lizards and to get dirty, and Jake is the one who is scared of lizards and would rather nap than catch them.
This book was such an easy for read for me. This book would be perfect for the reader who is just getting into chapter books. I feel that it is very good for kids probably in the fifth grade as they could relate easily to the issues Minn and Jake are having. I have not finished reading this book but I can not wait to start the second part!
Thursday, January 24, 2008
Chapters 6-8
Tunnell, Michael O. and James S. Jacobs. Children's Literature Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008.
I really liked the idea of the teacher writing a poem on the board daily so the children could look at it. The teacher doesn't have to read it to them, or ask them the meaning; it is just there for them to read if they like. And I think in most cases they would read it. It is so often that kids lose interest in poetry because they are always asked to interpret the poem. Well that is no fun for a child. When I was little my favorite poems were in the book, Where the Sidewalk Ends by Shel Silverstein. I think that those are great poems for children. They are funny and alot of kids can identify with them!
I really liked the idea of the teacher writing a poem on the board daily so the children could look at it. The teacher doesn't have to read it to them, or ask them the meaning; it is just there for them to read if they like. And I think in most cases they would read it. It is so often that kids lose interest in poetry because they are always asked to interpret the poem. Well that is no fun for a child. When I was little my favorite poems were in the book, Where the Sidewalk Ends by Shel Silverstein. I think that those are great poems for children. They are funny and alot of kids can identify with them!
Craft Lesson 2
Learning our Culture
Discussion
Children should start to recognize their different cultures and realize that America is a melting pot. With this activity I think it will help them realize a little better that our Independence Day is important.
How to teach it
I will read Janet Wong’s book Apple Pie 4th of July and begin by asking a few children what they do on the Fourth of July. I will give the kids a small piece of poster board and we will paint a flag on it. If the kids have originated from a different country they may paint that flag. I will give the children a handout; which I will go over with them; that has a series of questions on it.
1. What do you do on July 4th?
2. What is your favorite pie?
3. Do you watch fireworks?
4. Would you eat Chinese food on the Fourth of July??
The paper will be in four sections with enough room for them to draw a picture of their response underneath. After they are done they may share what they like to do on July 4th. We will then hang them in the hall for all of their classmates to see!
Resource Materials: Applie Pie 4th of July by: Janet Wong
Discussion
Children should start to recognize their different cultures and realize that America is a melting pot. With this activity I think it will help them realize a little better that our Independence Day is important.
How to teach it
I will read Janet Wong’s book Apple Pie 4th of July and begin by asking a few children what they do on the Fourth of July. I will give the kids a small piece of poster board and we will paint a flag on it. If the kids have originated from a different country they may paint that flag. I will give the children a handout; which I will go over with them; that has a series of questions on it.
1. What do you do on July 4th?
2. What is your favorite pie?
3. Do you watch fireworks?
4. Would you eat Chinese food on the Fourth of July??
The paper will be in four sections with enough room for them to draw a picture of their response underneath. After they are done they may share what they like to do on July 4th. We will then hang them in the hall for all of their classmates to see!
Resource Materials: Applie Pie 4th of July by: Janet Wong
Craft Lesson 1
Repetition & Recognition of Sounds and Words
Resource Materials: BUZZ by Janet Wong
Discussion:
Children will often recognize words after they see it so many times in a text; such as in Janet Wong’s book BUZZ. They need to learn to begin recognize those letters and that word outside of the text they are familiar with. Repetition of a word is good when just beginning to become familiar with recognizing letters in text.
How to teach it:
I will the book BUZZ by Janet Wong and let the children become familiar with the letters in BUZZ and the word. I will let the children interact with me while I read it and let them say the BUZZ on each of the pages. I will pass out a paper with a bee on it and the word “BUZZ” at the bottom. They may color it however they want, I would just like them to make the correlation between the word that was in the text and the word that is in the handout. We will then as a class come up with our own list of things that BUZZ. We can then think of the sounds they hear in the morning, and as a class make our own list! I think the repetition will help them become familiar with the letters and the word.
Resource Materials: BUZZ by Janet Wong
Discussion:
Children will often recognize words after they see it so many times in a text; such as in Janet Wong’s book BUZZ. They need to learn to begin recognize those letters and that word outside of the text they are familiar with. Repetition of a word is good when just beginning to become familiar with recognizing letters in text.
How to teach it:
I will the book BUZZ by Janet Wong and let the children become familiar with the letters in BUZZ and the word. I will let the children interact with me while I read it and let them say the BUZZ on each of the pages. I will pass out a paper with a bee on it and the word “BUZZ” at the bottom. They may color it however they want, I would just like them to make the correlation between the word that was in the text and the word that is in the handout. We will then as a class come up with our own list of things that BUZZ. We can then think of the sounds they hear in the morning, and as a class make our own list! I think the repetition will help them become familiar with the letters and the word.
Monday, January 21, 2008
BUZZ
Wong, Janet S. Buzz. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2000.
Wow, I was very suprised at how many things BUZZ! This story begins as a little boy looks out his window at a very busy buzzing bee eating breakfast. As the story progresses he finds things in his everyday life that continue buzzing: his parents alarm clock, his father's shaver, the garage door, his mother grinding coffee. I like that this book uses repition so it will be easy for kids to begin to read. They will recognize the word (BUZZ) and get excited when they can read it on the next page! I also like the illustrations. I think that alot of children can identify with this little boy. They see how busy it is in the mornings before they have to buzz off to school or their parents' buzz off to work.
Wow, I was very suprised at how many things BUZZ! This story begins as a little boy looks out his window at a very busy buzzing bee eating breakfast. As the story progresses he finds things in his everyday life that continue buzzing: his parents alarm clock, his father's shaver, the garage door, his mother grinding coffee. I like that this book uses repition so it will be easy for kids to begin to read. They will recognize the word (BUZZ) and get excited when they can read it on the next page! I also like the illustrations. I think that alot of children can identify with this little boy. They see how busy it is in the mornings before they have to buzz off to school or their parents' buzz off to work.
Apple Pie Fourth of July
Wong, Janet S. Apple Pie 4th of July. Orlando FL: Voyager Books/Harcourt, Inc., 2002.
This book begins with a young girl who is very frustrated that her parents' have opened their chinese food restaurant on July 4th. She thinks no one will want chinese food on the fourth of July; after all you are supposed to eat ice cream, soda, chips and of course apple pie. You are supposed to enjoy the parade and firewords and lounge in the sun. All day she can smell apple pie from her neighbors house and hear the parade passing her by. I really enjoyed how subtle the message was in this book. We see her upset that she has to restock the shelves and frustrated with her parents that they don't understand the American customs. As the story progresses you see her face in the pictures change. As people come in to the store she sees that the whole day was not a waste and the frown begins to turn into a smile. I did like how the story ended with her whole family going on the roof to watch fireworks and eat apple pie, because even though her family did not close their business on this day they celebrated it in their own way!
This book begins with a young girl who is very frustrated that her parents' have opened their chinese food restaurant on July 4th. She thinks no one will want chinese food on the fourth of July; after all you are supposed to eat ice cream, soda, chips and of course apple pie. You are supposed to enjoy the parade and firewords and lounge in the sun. All day she can smell apple pie from her neighbors house and hear the parade passing her by. I really enjoyed how subtle the message was in this book. We see her upset that she has to restock the shelves and frustrated with her parents that they don't understand the American customs. As the story progresses you see her face in the pictures change. As people come in to the store she sees that the whole day was not a waste and the frown begins to turn into a smile. I did like how the story ended with her whole family going on the roof to watch fireworks and eat apple pie, because even though her family did not close their business on this day they celebrated it in their own way!
Monday, January 14, 2008
Textbook Chapters 1-5
Tunnell, Michael O. and James S. Jacobs. Children's Literature Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008.
Having just read chapters 1-5 in our textbook I can really identify with one section in paticular. The section titled "Why Do So Few People Read" really rang true with me. I began thinking back and remember loving to read when I was little. My parents were always taking my brother and I to the bookstore to buy new books. As I got into junior high and especially high school, that feeling eventually wore off. "Despite having completed the required reading that marks the path to a diploma, a suprising number of supposedly educated graduates have rarely, if ever, known the sustaining thrill of reading a book...". It is true for a large number of people that as you get older you began to do only the required reading (if that), and it stops there. I know I didn't read for enjoyment or the thrill of reading a good book, I read because I had to get a grade for the assignment. I am hoping that as I continue to read, not only for this class, but on my own I will get that excitement back I had when I was little!
Having just read chapters 1-5 in our textbook I can really identify with one section in paticular. The section titled "Why Do So Few People Read" really rang true with me. I began thinking back and remember loving to read when I was little. My parents were always taking my brother and I to the bookstore to buy new books. As I got into junior high and especially high school, that feeling eventually wore off. "Despite having completed the required reading that marks the path to a diploma, a suprising number of supposedly educated graduates have rarely, if ever, known the sustaining thrill of reading a book...". It is true for a large number of people that as you get older you began to do only the required reading (if that), and it stops there. I know I didn't read for enjoyment or the thrill of reading a good book, I read because I had to get a grade for the assignment. I am hoping that as I continue to read, not only for this class, but on my own I will get that excitement back I had when I was little!
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