771 Matching Annotations
  1. Apr 2016
    1. A glance at this list makes it apparent that there is room for discussion about the similarities and repeated motifs among tales.

      Looking at the relationships between works is crucial for learning about literature as a whole. It is often the history of the time that affects literature so looking at how stories relate outside of plot line is so beneficial for the classroom discussion.

    2. That mythology is any- thing more than a group of long-dead stories does not occur to them

      it so important to stress to students that although stories may not be "real" the morals and what the story is saying may very well be.

    3. A second day of discussion could utilize cine- matic examples of the trickster. These range from the silent-film work of Charlie Chaplin through the Marx Brothers and The Music Man (1962) into the present where the archetype shows up in such works as Ferris Bueller's Day Off (1986), Animal House (1978), Beetlejuice (1988),

      I think this is such an awesome approach to providing a deeper understanding of the key components of mythology to students, especially to those who are visual learners! This is an excellent unit and maybe I will incorporate it into my future teaching!

    4. And because of unfamiliarity with the subject, few teachers design units or courses with an in-depth approac

      I feel that often times, teachers are ill prepared to teach such concentrated, but undeniably valuable, lessons. I think colleges should require courses that provide future educators with a well-rounded framework, ensuring that they will be able to effectively teach concentrations in literature, math, and science.

    5. . An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons

      I think this is an awesome strategy on effectively teaching mythology. Incorporating mythology with forms of media that current students are well adapted to, such as films, songs, and television, is a great way to enhance comprehensions amongst connections.

    6. and mythmaking is very much alive, a multicultural expression of universal symbols and belief

      I think this is a very true and great definition of both mythmaking and mythology. As Jeff House mentioned previously, we oftentimes think of Greek tales as well as tales of other ancient civilizations like the Egyptians and the Romans. Mythology is a wonderful way for students to grasp an understanding of the key values of another culture, in a fun and creative way.

    7. Teachers often avoid discussion of myths and folktales after the freshman year because they can envision no way of incorporating the material into their present units

      Teachers should incorporate more myths into their curriculum! I think they are very important genres of writing for students to read along with all of the other genres that are always covered in schools.

    8. My ninth-grade unit on mythology requires stu- dents to learn and tell stories to the class. As part of the unit students rehearse skills in outlining and notetaking as well as develop dramatic skills

      I really like that this unit gets students so involved in what they are reading and writing. Having students tell their own stories to the class or even possibly acting out different myths really gets them engaged in what they are learning.

    9. Because few un- dergraduate degrees require instruction in my- thology and its related fields, most teachers ac- quire a BA without coming near them. Conse- quently, few high-school curricula require myth instruction because (in a tautological stance) few colleges require undergraduate coursework in i

      I think it is unfortunate that myths are not a more relevant topic in education because I think they are important for students to be aware of. Also it is hard to expect a teacher to teach myths to students very well when they themselves have very seldom worked with or analyzed myths.

    10. An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons.

      I think this is very important to portray to students because there are stories and myths that have been told for thousands of years that can still be relevant and told in many different forms today. Allowing them to become aware of this genre of reading and writing can make them more interested in learning about myths or even trying to connect older stories to more current narratives.

    11. And by making them aware that myths and folktales embody more than a handful of tales about Greek gods and heroes, that they touch a core that reaches back to the roots of our evolution, we give them incisive tools that help them understand themselves and their place in the world.

      This statement is so powerful. And, I'll be the first to admit even now in my junior year of college, in an education program, I have absolutely no idea about anything in mythology (except after this module I will!!!!)

    12. . As part of a unit on Twain's novel, two days could be used to reac- quaint students with the trickster. A folktale read or recited could open the unit, something like "The Pied Piper," "Puss in Boots," a Native Ameri- can Coyote tale, or a tale about Anansi the spider from Africa.

      This is such an incredible and interesting way to create integration into the lesson. It would give students a great break from the content-specific lessons as well. Sometimes as students a break (even if we don't know it's not actually a break) from the "hard stuff" is so much of a mental boost and refreshing.

    13. ollowing a review at the end of the unit, I give an open-note test. Success on the test is directly related to students' ability to take accurate notes

      As freshman in high school, this is such an important skill. Sometimes it's easy for teachers to forget how there need to be skills taught that we take for granted (such as note taking). This should be done in multiple subjects at this age level because note taking for different subjects require different ways of notes. He is taking not only the instruction of mythology further than others, but also critical "college survival skills".

    14. Finally, publishers usually provide ex- cerpts from one, occasionally two, major works, most often The Odyssey

      This whole concept is actually very interesting. In my high school only the "smart classes" were allowed to read The Oddessy. And yes, our teachers actually labeled classes as AP the really really smart kids who could handle anything, the honors leveled classes as the smart kids, and the academic level (the majority) as underachieving.

    15. ost teachers ac- quire a BA without coming near them. Conse- quently, few high-school curricula require myth instruction because (in a tautological stance) few colleges require undergraduate coursework in it.

      I think this is a great point. So often, especially with a subject like literature if it's not somehow making us "college ready" it's deemed not important. Therefore, when we do have to encounter an aspect, such as mythology, we approach the subject with too much caution to really appreciate it. Very similar to the accounts we read about in the poetry module, actually.

    16. Discussion and review of the categories always brings up modern parallels so that students al- ready begin to see how heroes, quests, and other archetypes are a part of their contemporary world.

      It is very important to connect literature to student's lives. Many times during school, I, personally, have found myself asking why and asking what the point is. If there are connections made to real life, it adds that much more meaning to the student's learning.

    17. This would consist of two phases: (1) an introductory unit on the ninth- or tenth-grade level illustrating promi- nent archetypes or themes through stories drawn from around the world; and (2) reacquaintance with these archetypes/themes on later levels by showing their appearance in varied works of liter- ature

      I like how the author illustrates that mythology is not being taught, and then instead of just saying, "this is a problem", they provide a solution.

    18. By noting how the trickster behavior of Odysseus in his confrontation with Polyphemus is echoed in Chaucer's "Miller's Tale," Shake- speare's fools, and R. P. McMurphy,

      I just laughed to myself a bit after reading this. This is because throughout the beginning of the article I was thinking to myself, "I think I have learned quite a bit of mythology over the years", and now reading this sentence, I have no idea what the majority of the references being made are.

    19. more aware of cultures that have often been better educated about us than we have about them. Knowledge of other people's cultural bases increases both respect for others and an apprecia- tion of our own place in the world

      This is important no matter what the situation. When making decisions, no matter the severity, it is always good practice to look back on what others have done and see how different decisions have worked out. From this, a person can adequately make a decision.

    20. Because few un- dergraduate degrees require instruction in my- thology and its related fields, most teachers ac- quire a BA without coming near them. Conse- quently, few high-school curricula require myth instruction because (in a tautological stance) few colleges require undergraduate coursework in it.

      This is very interesting. This means that it is just a cycle at this point because we are not learning about mythology in college, so we cannot teach mythology to those in grade school.

    21. An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons.

      The definition given for mythology is interesting because just after implying that it is not taught, the author gives a definition that says that mythology is in nearly everything, including things that students experience in their everyday life. Does this mean that students are inadvertently learning mythology?

    22. By failing to acquaint our students with these cultural building blocks, we fail to illustrate fully their heritage and their connection with cultures out- side their own. And by making them aware that myths and folktales embody more than a handful of tales about Greek gods and heroes, that they touch a core that reaches back to the roots of our evolution,

      I agree with this statement. If we fail to teach students mythology, we fail to teach them the tales that embed culture. They also do not get the opportunity to have a well rounded education in literature without mythology. Giving them the tools to understand culture and how it was made, will teach them more about their own and about the world's culture and evolution in general.

    23. Teachers often avoid discussion of myths and folktales after the freshman year because they can envision no way of incorporating the material into their present units

      I have experienced this in high school. We only focused on myths my freshman year then never learned about them again, which is upsetting because I think they are very interesting and educational, especially with learning different cultures/traditions.

    24. , I model the unit by provid- ing the class with outlines of the story of Oedipus, which I then relate. Following the presentation, I provide a copy of the story, showing how I reduced the tale to its key points to develop both an outline and a sketch I could work with in pre- paring the recitation. I then ascertain what infor- mation the students gleaned from the telling, lead- ing into a discussion on notetaking.

      I agree that modeling the unit to the class is a great technique in teaching. Students will be more engaged and knowledgable of a subject when trying on their own if it was first modeled to them. Having students then discuss will get them participating more.

    25. more aware of cultures that have often been better educated about us than we have about them. Knowledge of other people's cultural bases increases both respect for others and an apprecia- tion of our own place in the world

      I think each individual should learn more about the different cultures around them, so that we can learn more about our own. If you don't get the chance to travel the world and learn culturally, using myths can help educate you.

    26. mythmaking is very much alive, a multicultural expression of universal symbols and beliefs. An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons.

      I like this definition of myth making. I agree that is a multicultural expression of different symbols and beliefs globally. I think a great technique with myth making is to use different tools like listed: films, songs, tv, and cultural icons.

    1. in first person narration

      This is so true, even now as a student I am so much more engaged if I'm reading something that is in first person narration than if it were to be in a textbook context.

    2. Fictionalized biographies and dia ries used in the social studies pro gram provide a wealth of material that can be evaluated by students for its accuracy and authenticit

      Fictionalized biographies are a really great way to for students to really connect with the history and social studies content. That's what is so unique about those "Who am I" Biography chapter books

    3. . Chil dren can distinguish fact from opin ion, determine whether an author has any bias, and draw inferences about historical climates, settings, or events

      This is a good way to test students knowledge of historical events they've learned about in class. For example, they could read a fictionalized biography and then connect it to a certain historical event or setting that they have previously learned about from their nonfiction textbooks.

    4. First person narrative accounts create an air of "being there" with an individual.

      These types of narrative accounts could be very beneficial to students in getting them to really see how some people might have felt during certain historical moments. It gives them a real perspective on history.

    5. ithin the fictional stories, authors have taken liberties in inventing dialogue, emotions, and judgments of individuals to create a more intimate sounding account of some one's life. Readers should understand that such stories are not meant to replace factual material but are aimed at sparking interest in what is real

      I think this is such a great way to teach biography! Fictional stories that may have been inspired by actual historical events is a great way to get students engaged in learning about history. Sometimes the content of the nonfiction textbooks might get a little dull to students, even though they are still very important for students to read also.

    6. s children grow, reading outside structured reading classes becomes increasingly importa

      I really agree with this! If students are not introduced to reading independently, it will be very hard for them to be exposed different genres and types of books and writing there are out there. If students are sheltered in structured reading classes, they will never be able to discover what they really enjoy reading.

    7. Children could check the sources to determine if the author has included real letters, dialogue, or opinions. E

      Students would probably have fun investigating to see how true these fictional biographies actually are. This could be a good lesson on credibility.

    8. First person narrative accounts create an air of "being there" with an individual

      First person is my favorite narrative voice. I think kids prefer this narrative because they feel more of a connection with the characters.

    9. Readers should understand that such stories are not meant to replace factual material but are aimed at sparking interest in what is real

      I've never heard of fictional biographies as a genre until this article, my first thought was that these may be confusing for students and they may have a hard time deciphering wether the information in the text is true or not.

    10. Chil dren can distinguish fact from opin ion, determine whether an author has any bias, and draw inferences about historical climates, settings, or events

      Fictional biographies can help students practice analyzing a text.

    11. but it can be used to teach them the sorts of reading skills they need for content area reading

      This is a good way to meet the students in the middle, by giving them some familiarity with fiction but also introducing biographies.

    12. hen writing the fictionalized bio graphies and diaries is often provided. Children could check the sources to determine if the author has included real letters, dialogue, or opinions. E

      When authors include real letters, dialogue, or opinions in a biography students become more engaged and want to continue reading on to get to those best parts. I remember when I was younger and I read a biography on the Titanic and my favorite parts were the real letters and dialogue because it brings the book to life.

    13. The readers must decide whether the bias on an issue is held by the individual under study or by the author.

      This can often be a tough choice to make and affect the readers opinions.

    14. hile children can check reference books for dates, places, and names, they should be on the outlook for other factors when reading fictional biographies and diaries of real people.

      I agree with this because children should be given the options of looking for other factors and references of real people in biographies, instead of just the basics like dates.This would give them the chance to do more independent research.

    15. For instance, in social stud ies, students may be able to pick out facts (names, places, events), but they often overlook the deeper aspects of such information

      I can relate to this because when I was in elementary school, social studies was one of my weaker areas. I found myself knowing the names, events, and places but failed to recall the facts and details of each.

    1. Be prepared for a great discussion as you reread those sections of the story that open the door to the "what if" questions. Provoking the children to think critically via "what if" questions can be applied to any of Aesop's fables. Older children can even be asked to offer their own "what if" questions. The discussions will be fun and lively. Don’t forget to conclude with a discussion on "it depends."

      Children love to ask "why." This type of lesson allows them to do just that as they exercise their ability to think of things in new ways. It also provides them with a lesson about why some things can not be fully explained because "it depends."

    2. What if the shepherd boy actually saw the wolf each time he cried for help? What if the wolf was cunning and hid from the villagers? When we ask these questions, the meaning of the fable changes drastically. It is no longer a fable about the importance of honesty. Instead, it is a fable about the villagers unjustly accusing the shepherd boy of dishonesty. It is a fable about the dangers of jumping to conclusions without knowledge of all the facts.

      Thinking about this fable in a different way gives it a whole new meaning. I think having students think about how the lesson in a fable can be different if one aspect of the story is changed is a great way to help them begin to think critically.

    3. Introducing the concept is as simple as asking a question that causes the child to view the story from another perspective. It is imperative, however, that the child fully understands the message of the fable as presented from the original point of view.

      I like the idea of using fables as a way to introduce critical thinking to children because this type of genre requires students to apply something that happened to animals to a real life situation in order to understand it. Using a type of genre that students are familiar with is a great way to do this.

    4. As we all know, young children are most comfortable with clear rules and "black and white" thinking

      I disagree with this. If anything, younger students are more open to abstract thinking and putting their own creativity on things.

    5. It is a fundamental skill that is of such importance that many colleges and universities require their freshman students to complete an introductory course. The Common Core Standards also recognize the value of critical thinking, declaring it as one of the explicit skills children are to learn.

      I thought that it was very interesting that critical thinking is seen as an "explicit skill" that students should learn, yet many students have not mastered this skill which is why colleges require freshman to take a course on the subject. As a future teacher I will keep this fact in mind when I teach critical thinking to my students. Although this is a complex skill, I do believe that students can grasp the idea if it is taught in the right way.

    6. "What if" questions force an analysis and evaluation from a completely different point of view.

      I never really thought about how something so simple as asking someone "what if?" forces them to look at the situation from a new perspective. It is true though, because asking "what if" means looking at what we know actually happens and applying it to a made up scenario.

    7. "The Boy Who Cried Wolf" is one of the most well known of Aesop's fables. Children can easily relate to the shepherd boy who is bored and is looking for attention

      This is definitely a good example of a fable because it is something that can be directly related to the child's life. In a sense, the student can see themselves as the boy and see what they would do in his situation. If they would choose to act as the boy does, then they can see the repercussions.

    8. Introducing the concept is as simple as asking a question that causes the child to view the story from another perspective.

      We do this a lot in the 1st grade classroom I am placed in, every time we read a story we ask the students, "how do you think this character feels?" I like to ask the students to explain how they know that the character is feeling certain way because it allows me to gauge how well the student can read other people.

    9. they present a typical problem that children readily understand and can relate to. One or more characters, often animals, resolve the problem, thereby presenting the evaluation and analysis from a singular point of view

      It is interesting that fables seem to be so basic in structure, but carry such great meaning in our society. For example, The Tortoise and the Hare is a fable that teaches children to take their time with things and not to rush, and it something that is read to most (if not all) kids, but it really is so basic.

    10. As we all know, young children are most comfortable with clear rules and "black and white" thinking. The idea that a situation may have multiple answers that depend upon variables and context is a foreign and complex notion to children (and even many adults). Critical thinking begins with the recognition that there are multiple points of view

      As we know, the younger children are the more egocentric they are. Im not sure if this is the correct term, but I mean this in the sense that they only see the world from their own points of view. As children grow older, they become more aware of the idea that other people have different points of view.

    11. I am however, suggesting that children must first understand the concept of "it depends" and how it relates to their daily lives, if they are to think critically.

      This is very true. In order to make informed decisions, people much be able to weigh the pros and cons and see how it fits into the scheme of things. This is much easier to do when a person has an idea of how something would apply to their own lives.

    12. that children must first understand the concept of "it depends"

      I think that "the unknown" or "it depends" answer needs to not be "scary" to students. There are many times when learning you might not know what the answer is. The journey to get to an answer should be a learning process not a destination.

    13. How will children learn critical thinking? The answer is: "It depends."

      I agree with the ambiguity of this statement. Every child is different and will get something unique out of lessons regardless of how "black" or "white" the topic is. Elementary school teachers have to be careful of the materials that they use to teach as critical thinking as children need to be encouraged to think critically rather than learn to take a text and not think about it.

    14. As you know, there are many adaptations of "The Boy Who Cried Wolf."

      It is important to make this known to your class, and show the different ways that authors approach a fable Cinderella is also a grate fable to show the different adaptations and discuss how authors perceive each tale.

    15. What if" questions force an analysis and evaluation from a completely different point of view.

      These questions can also encourage creative thinking among students, because they are coming up with their own stories and opinions.

    16. It is a fable about the dangers of jumping to conclusions without knowledge of all the facts.

      This is an interesting twist on a classic story.

    17. Critical thinking is the evaluation and analysis of the differing points of view for the purpose of determining which one is "more valid."

      For this reason critical thinking should involve class discussions and debates, rather than just independent writing assignments.

    18. It is a fundamental skill that is of such importance that many colleges and universities require their freshman students to complete an introductory course. The Common Core Standards also recognize the value of critical thinking, declaring it as one of the explicit skills children are to learn.

      Critical thinking is something that can continues to be worked on by people of all ages.

    19. in order to make informed decisions

      It's important to remember that the point of critical thinking is to become more informed and to determine wether a source is reliable.

    20. In this way, fables provide the framework in which the concept of "it depends" can be introduced to young children

      I completely agree with this statement. I think using fables is an excellent way to help students gain perspective taking skills, reasoning skills, and problem-solving skills. Often times, answers are not cut-and-dry, and it is important that students understand this from a young age. One must think through their problems to resolve them productively and effectively. And if the problem remains unresolved after implementing a solution, the failed attempt can only help the child's understanding of the situation grow.

    21. Critical thinking is the evaluation and analysis of the differing points of view for the purpose of determining which one is "more valid."

      I think this is a very important notion to introduce to young children during mini lessons that require group participation.For example, if a teacher is doing a read aloud and frequently stops to ask her/his students questions relating to information in the book to confirm their understanding of the material, it is important for the students to additionally understand that while everyone's thoughts and answers are valued, we are collectively trying to determine which answer works best for the question concerning the story.

    1. In the words of Susan M., grade 4, "You may say this book is for younger kids, but if you like picture books, it doesn't matter how old you are

      As Sharp explained earlier, there is a very small number of adults who continue reading past childhood. One way to increase this number is to encourage people of all ages to continue reading the books they love, even if those books are picture books. This type of encouragement needs to start in schools by teachers. If students learn at a young age that picture books have no age limit, than they will be more likely to continue reading them throughout their lives.

    2. I know of no better way to increase students' understanding of literary elements than through picture books.

      Picture books provide an engaging experience for students, especially those who are not fond of reading. In addition to this, the pictures in these stories can help students understand the literary elements of plot, characters, setting, and conflicts in a more real way.

    3. They may entice reluctant readers, nonreaders, and poor read ers. These books can stimulate inter esting classroom project

      Using picture books to create classroom projects is a great idea. Doing an author's study, or comparing and contrasting the pictures of multiple stories written about similar things would be fun and engaging projects that help broaden students' literature exposure.

    4. one popular children's book, Where the Wild Things Are, is written at about a sixth grade reading level

      Sharp makes an excellent point here. I too have made the mistake of thinking of pictures books as easy, but in reality, different picture books are written at different levels. Some picture books are more suitable for a kindergarten student, while others are more advanced and best suited for fifth or sixth graders. It is important to keep this in mind as a future educator because more advanced picture books can be shared with older students so that they understand that picture books are not just for "babies."

    5. That experience convinced me that it is necessary to spread the word that picture books are for everybody, not just for the "kids" up to grade three.

      This line of the reading drew me right in. I am 21 years old and picture books are still one of my favorite types of books to read. I think that it is important for students of all ages to understand that picture books are not just for young children. All people can enjoy the beautiful pictures, inspiring messages, and overall great content of a picture book.

    6. orgia at the turn of the century. Check the picture book shelves for books about aging, other cultures and countries, ancient civilizations, etc.

      Again, I think students being able to see these abstract concepts come to life through the pages of picture books will help them immensely.

    7. ou, are classics in nonfiction science. Picture books also effectively reinforce basic science concept

      I fully believe that picture books are so helpful to learning science. Although science can easily be taught through charts, diagrams, and other forms of "graphics" having the science lesson imbedded within a story with characters, plot, and pictures helps students in many ways.

    8. and is a perfect pattern book for students to use when writing their own similes

      The idea of using picture books to help aide in the lessons of literary terms. I think this would be a great help to students, and plan on using a technique like this in my own future classroom.

    9. Illustrate the effect of mood by sharing Leo Lionni's Swimmy. When Swimmy is with his friends, the pictures are light and airy, but when Swimmy is left alone, the pictures turn dark and somber.

      All of these examples of picture books are great and bring up points I have never really thought about before. This is certainly something that I will be taking away from this reading!

    10. They may entice reluctant readers, nonreaders, and poor read ers

      I think this is a great point. Even though they are still young, the class I am currently doing fieldwork in (1st grade) has so many students who are struggling readers, one who does not even recognize kindergarten sight words. For her, reading is all reading the pictures, and using picture books are the way she is not separated publicly from the rest of her class.

    11. one popular children's book, Where the Wild Things Are, is written at about a sixth grade reading leve

      I am completely bewildered by this! I, like so many others apparently, was under the impression that picture books, specifically Where the Wild Things Are was geared towards the lower-age children.

    12. At day's end, turn the book around (literally) for the trip home. The pictures are the same, but viewed upside-down, the result is quite different.

      I love creative, out-of-the-box-styled books like this one. These books touch upon so much meaning and symbolism through the imagery. Young children are absolutely marveled by books that challenge their mind, especially a visual challenge such as this one. I think that books like this make children think about the story and the literary elements far after the book has been read or shared. This outcome can only enhance a child's critical thinking and analytical skills, which is pretty incredible.

    13. Share a variety of books using the same medium so that the students can see the versatility possible with a single technique

      What strikes me most about the illustration technique piece in picture books is the vast room for creativity in drawing the images. Another amazing idea picture books teach young children is that there is endless possibility in visually expressing one's imagination. This idea, in and of itself, is so important with a young audience. They must never lose sight of their boundless imaginations!

    14. Picture books effectively illustrate many literary devices found in more difficult novels and should be con sidered by teachers working with students of all ages

      In middle school, high school, and college, readers should be able to identify and elaborate on the literary elements found within various texts, whether they be short stories, monologues, novels, or poems. Thus, it is key to start the informational piece about literary devices early on in a student's education. Early childhood educators can use picture books to help begin students's understanding of the literary devices they will defining and interpreting throughout their lives as critical readers.

    15. Illustrate the effect of mood by sharing Leo Lionni's Swimmy. When Swimmy is with his friends, the pictures are light and airy, but when Swimmy is left alone, the pictures turn dark and somber. Students of a

      I had never thought about how so many important literary elements can be incorporated in picture books. I think this statement is awesome because it explains how educators can use certain texts to hone in on a child's visual learning. Seeing that most children are visual learners, I feel that using picture books to help students conceptualize, and thus, internalize various literary elements is undeniably effective.

    16. word for those children who fear and distrust it. Picture books, then, are for everybody.

      In other words, I think picture books create a safe place for students that are "reluctant readers, nonreaders, and poor readers." Students who are reluctant to read due to their insecurity with personal reading levels and poor readers who feel they cannot compare with other students in reading can find comfort and security in the realm of picture books. After years of being told they are low level readers, these students can finally gain confidence in knowing that comprehension is more than possible in picture books.

    17. one popular children's book, Where the Wild Things Are, is written at about a sixth grade reading leve

      I think this statement is extremely interesting. I have always thought that Where the Wild Things Are was a complex book. There is so much raw emotion within the imagery. Even the film that was created based on the book not too long ago displayed so much adventure, complexity, and emotion. The pictures truly add another level of comprehension for readers.

    18. Social studies is a very broad cate gory, but for each topic there is probably an appropriate picture book

      I think Social studies is one of the most important subjects to have picture books for because it is very important for students to be able to see things such as maps of early explorers, world maps, pictures of the different states and countries, etc... These things are all pretty crucial for students to be able to identify and picture books can really reinforce their knowledge of these topics.

    19. Reading contributes to lifelong learning. However, the small number of adults who continue to read indicates that we need to further encourage our students to become lifelong reader

      Lifelong learning is so important to encourage in students and being able to show them that there are more than one type of book to become interested in can be very beneficial in continuing this encouragement of reading.

    20. isual literacy Visual literacy, the ability to interpret visual images accurately, is an impor tant subject are

      I think this is something very important for students to learn! Being able to interpret visual images accurately will benefit young students a lot in their future, pictures are everywhere and being able to tell what exactly you are looking at is extremely important, as well as just being able to form a valid opinion on something like a picture.

    21. An appropriate illustration is drawn, and the illustrations and accompany ing statements are shared with the class.

      Picture books are very important for science so that children are able to see what different animals look like, different types of weather, as well as visuals of many other types of science.

    22. hile showing students that the orchestra consists of regular people, it also accurately describes some of their positions in the group

      I like the idea of students using picture books to learn about music because like the author says here, it is a good way to show them certain things like the positions of people in the orchestra or even what different instruments look like. It is a good reinforcement to just listening to music.

    1. I also saw them develop literary understandings that led to important gains in reading and literary behaviors that en- hanced success with school literacies

      This is what introducing things such as realistic fiction to students can do. It leads to improvement in students reading behaviors and increase their engagement in the classroom.

    2. Thus, these boys participated in the act of critical literacy-reading the word in order to read the world (Freire, 1970/1993). The connections the boys made to contemporary realistic fiction about social issues and the ways they transgressed bound- aries (hooks, 1994) of childhood as they initiated or enacted social action became synonymous with empowerment and liberation in their own lives.

      Critical literacy is a skill that is so important for students to grasp. Asking those deeper "why" questions and realizing things such as societal issues in the world today can really help open the eyes and minds of younger students. Critical literacy also helps students make connections from literature to their own lives which is extremely important when reading.

    3. Literature has the potential to make a differ- ence in the lives of African American males; that is, reading, writing, and discussing literature can help them to make sense of and negotiate their life experience

      I really agree with this point! Not only can it make a difference in the lives of African American males but it can make a difference in anyones life. Literature can be a great way for people to make connections to characters who may mimic their own lives and situations they are dealing with. Or it may be a great way to help a reader to just learn something new. Literature is one of the biggest catalysts and realistic fiction as a genre contributes to this too.

    4. he use of contemporary realistic fiction, in which dilemmas in society are pivotal, have the potential to "open wide" the mouths of these African American male readers. As they increase their engagement with literature, these otherwise reluctant readers can increase their literary understanding and develop their literary voice into social agency to act on their own behalf and on the behalf of others.

      This is a great idea! Using realistic fiction to re-engage these kinds of students will be perfect to get them back into a place where they can be shocked and moved by literature again. Also by experiencing this genre, they may find other genres that allow them to be inspired as well.

    5. , I know that a mind "turned off' to literature is a mind often ignored in traditional classrooms, and therefore a mind that will have fewer venues for expression

      I really agree with this point the author makes! Most times, when a child is uninterested in a book that is being read in class, they are ignored by the teacher because he/she has to keep teaching ti anyway as it is a part of the curriculum. This needs to be changed and these students deserve more attention as well.

  2. edu307class.networkedlearningcollaborative.com edu307class.networkedlearningcollaborative.com
    1. Fairy tales and their motifs of transformation, magical objects and powers, trickery, and wishes help children identify with their sense of poetic justice and provide a straightforward understanding of right and wrong.

      Yet the characters are often quite static. I think as children get older they will also need exposure to more complex texts where everything is not as black and white.

    2. Any of these editions will pair well with traditional retellings, such as those by Paul Galdone

      It's so interesting how so many different "new" versions of this could still be worked in! It's amazing how many ways literature and reading can be turned into anything.

    3. but a venue for encouraging critical thinking and inter-pretive thought.

      This is a great point, and one that I could/should have included in my previous annotation.

    4. The traditional flat fairy tale pro-tagonist challenged with a problem usually prevails through some sort of magical intervention, whereas the round, well-developed character in a novel displays a level of growth or understanding through the actions, consequences, and prog-ress of the story. These fairy tale-based novels portray dynamic characters whose relationships, thoughts, feelings, endeavors, and behaviors provide the reader a certain amount of intrigue and realism in an unreal world

      I think that this idea of "blowing up" the smaller picture is such an amazing idea. A possible lesson that could be really cool for students if done correctly would be reading a picture book version of a fairy tale and then a fantasy novel of the same story. This would be a great way to teach character development and styles of writing.

    5. provide a straightforward understanding of right and wrong.

      I think sometimes this reasoning for fairy tales is sometimes over looked. As children are learning not only academics but also social behaviors, this is a great way for them to SEE and then apply.

    6. children between the ages of five and ten are the prime audi-ence of literary fairy tales

      I'm not entirely sure why, but this age group surprised me. I had always thought that fairy tales were target at a younger audience.

    7. The universally portrayed character of Cinderella has been explored throughout the years within a wide variety of cul-tures. However, two recent novels with the basic thread of the Cinderella theme will bring out a thought-provoking, if not pro-vocative, opportunity for discussion for good readers.

      I think using such a famous character will have more readers explore and be able to compare and contrast. This will make more discussions between readers and hopefully make others more interested in becoming a better reader.

    8. Contrasting, comparing, and making text-to-text connections with various versions

      I agree that contrasting, and comparing different versions of a text will give a better glimpse of the characters, theme, and meaning of the story.

    9. Rumpelstiltskin, a fairy tale told in many different countries,

      It is interesting to me that there is a popular fantasy novel that is found all over the world. I think this keeps us connected in literature.

    10. will help acquaint children to the original narration more easily before moving to Napoli’s novel.

      I agree that this will allow students to get almost of a "mini lesson" before moving on to actual novel.

    11. An evaluation of the novel and its author’s development of theme and characters, as well as conflict and resolution, might be included

      Evaluating the novel will help students focus on the meaning, theme and events in the story in a more detailed manner.

    12. Comparison with earlier read picture book versions. What do illustrations add to the original story?

      I like the idea of using picture book versions to help students get a better and more engaging understanding of what fantasy is about and be able to use illustrations to refer back to.

    13. Choosing a picture book or illustrated conventional retelling also will reintroduce children to the basic story outline, charac-ters, and overall theme

      I think that this will help students grasp the basic story outline better, and be able to appreciate the genre in a more clear way.

    14. Children at this stage of development enjoy these stories for their magical elements, sense of justice, tri-umphs of good over evil, easily defined characters and plot, and clear-cut themes relatable to their own experiences.

      I agree with this because at this age, fantasies were my favorite types of stories. I enjoyed getting to use my imagination at this age and use my own experiences to relate to the stories. I have noticed during fieldwork that my second graders would get very engaged when reading fantasy stories.

    1. purpose of this study was, then, to calculate the readability level of a typical sample of picture books available to children

      FYI-This is a bad, bad, idea on so many levels. Look at Serafini's work on his tripariate model for more info on picture books.

    2. with young children can increase their word banks, widen their background of experiences, extend their listening and comprehending ability, and ex pand their capacity to relate to the environment

      Having children look at books, will gradually lead them to reading them at young ages which is good for them to be doing. When children begin to read at a young age, they tend to have a larger vocabulary, and tend to enjoy reading more than those who start reading later.

    3. sharing books aids in conceptual development and vocabulary expansion, produces awareness of a variety of syntactical patterns, and alerts the listener to the symbolic function of language and its flexibility.

      I do believe that sharing books helps many children in all different ways. It can help them with their vocab as well as help those who are struggling, to work with someone who is a little above their level. This is how they work together and end up having a conceptual understanding of the material they are reading.

    4. They further cau tion that books vary in difficulty from one part to another and that "average" grade level assignments do not insure that a child will be able to read an entire book equally well

      I agree with this. There are different types of picture books, which does make them differ with the different level of difficulty.

    5. "that group of books in which pictures and text are con sidered to be of equal importance.

      I agree that pictures and text are definitely of equal importance because pictures can help explain to the children what the text has to say. If you have no text with the pictures, then it is not beneficial to the reader.

    6. They are written for the young child's interest and apprecia tion level, not his reading ability level

      This is true. Picture books are made for children's interest and they are getting children to want to read. They may not be at the reading level of that child, but children love to flip through and look at different pictures. Sometimes children even draw their own story of what is going on in the story.

    7. ith young children can increase their word banks, widen their background of experiences, extend their listening and comprehending ability, and ex pand their capacity to relate to the environment

      This is absolutely true and immediately makes me think of my little cousin who is now 6. My family and I would always be reading books to her when she was younger and now she is one of the brightest students in her class. She even does some work at a second grade level. I definitely think introducing children to books at young ages helps them developmentally.

    8. the sample was defined so as to ap proximate the effect of a child's random selection of books from the shelve

      This reminds me of when I did fieldwork in a first grade classroom where we went to the library every week. Most of the students were still struggling with learning how to read. However many of the books they picked out had lots of words and sentences which they could not read by themselves. The children chose their books based on the pictures in them. This is an example of how important pictures are in a children's book.

    9. a child, having heard the text and seen the pictures once, should be able to retell the story from the pictures

      Students learning to read can use the pictures in these books to help identify what words are on the page.

    10. They are written for the young child's interest and apprecia tion level, not his reading ability

      Picture books can help students acquire a love for reading because they are written specifically for children's interests.

    11. important sharing aloud of the illustrations and tex

      It's easy to forget that discussing the pictures in a text can be as informative as discussing the words in a text. Adults can encourage students to use inferring skills when analyzing a picture.

    12. ildren's trade books, note that the "qualities to which human beings are more sensitive will likely always fall outside the range of a practical formula

      I agree with this statement! I think that writing a successful book does not follow a certain formula but rather it needs to be different an attractive.

    13. scarcity of any recent research at all in the area of children's picture books.

      This is so unfortunate. Considering that picture books are a majority of the literature that children k-3 read, more research really should be done!

    14. Adshead, Gladys L. Brownies, They're Moving!** H.Z. Walck, 1970. 4 Anglund, Joan Walsh. A Friend is Someone Who Likes You.** Harcourt

      I really like this bibliography! It is so helpful to see titles that have been reviewed and marked for appropriate grade levels. When choosing quality texts these references are very helpful.

    15. Shepherd (1976, pp. 7-8) notes that sharing books aids in conceptual development and vocabulary expansion, produces awareness of a variety of syntactical patterns, and alerts the listener to the symbolic function of language and its flexibility.

      I have seen this in schools! when children read books to each other they can both connect and assist peers in reading. They are more excited to read when they can share a book rather than work on it alone.

    16. Observation of this misuse of picture books led to the idea that a study of the readability levels of a sample of picture books

      Often people see picture books as just "pictures" teachers need to make sure that the books they choose are rich in plot and characterization. Picture books need to be enriching and analyzed.

    17. The fun of word plays, the cadence of language, and the literary effects of many of the books would be lost to a child busily involved in the mechanics of de coding.

      The students in the classroom I am doing my placement in are currently learning how to read so that they don't sound like robots. The teacher is trying to get the kids to read "like they would talk". I think for the time being, while students are learning how to read they are not going to entirely grasp every aspect of a story because they are still learning to be fluent readers.

    18. "that group of books in which pictures and text are con sidered to be of equal importance

      This directly correlates with what I am learning in my EDU305 class. We talked about how when children are learning to read, they use pictures to facilitate their reading. This can also be a detriment however, because the child may be reading and they come across a word they don't know that starts with the letter 'o'. They can look at the picture that has an owl in it and they recognize that owl starts with an "o" and they just guess that the word is owl. The child never learns to read the word.

    19. Most picture storybooks re quire a reading ability level of at least third grade and are generally read t

      I am struggling to annotate this; I wanted to comment on the entire quote. I would never think that children's books would be written at a 3rd grade reading level but to the interest of younger children. That seems to defeat the purpose of a children's book in some sense. If a child is learning to read and is at a first grade level, there should be options for them that are appropriately challenging but not two grade levels above where they currently are.

    20. Do the adults concerned assume that the children will be able to read and enjoy the books inde pendently, simply because they are children's books, or do they under stand that picture books are meant to be read to children by adults?

      This is very interesting. I would not say that picture books are meant to be read to children by adults. I would agree that this is their initial reason, but ultimately, the goal is to have the children reading the picture books on their own and developing their reading skills, not having a book read to them.

    21. Realizing the limitations of read ability formulas, the writers suggest that many of the books in the sample cannot and should not be used independently by the children for whom they are intended

      This is an interesting point to read right after the previous section about the number of picture books that correlated with each grade reading abilities.

  3. edu307class.networkedlearningcollaborative.com edu307class.networkedlearningcollaborative.com
    1. tudents can discuss more readily through literature that seems to distance the matter

      This is a really great idea. Thinking about using fantasy literature to bring up some of those "sore subjects" is an excellent way to address the content in an age-appropriate manner.

    2. As a highly feminized profession, however, many elementary teachers were taught as young people to avoid fantasy and science fi ction.

      This is such an interesting point. I remember even in elementary school all of the science fiction books were basically reserved for boys because they were about aliens and robots but girls were lead more to the fantasy books. And this is true, I do think this would hinder female elementary teachers because we have such little exposure.

    3. Since we fi rst read the words E.B. White penned, “Where’s Papa going with that ax?” most of us understood the power of a great fantasy story. Instead of the terrible fate our small pink hero might have faced, he becomes recognized instead as “some pig” in the words of his dear friend Charlotte. Perhaps as a child you visited the Hundred Acre Wood and learned something about being a loyal friend from “a bear of little brain” named Pooh? Or maybe you have delighted with a child in your own life in Max’s “wild rumpus” that begins “where the wild things are.”

      This was such an incredible opening, it was nostalgic as a reader, and it left me eager to read the rest of the article!

    4. iss Peregrine’s Home for Peculiar Children by Ransom Riggs (2011

      The movie for this book is coming out soon! This could be interesting to incorporate in a classroom! (Also, its great book!)

    5. always allow alternatives for students who are not comfortable with the text choices

      Above all the other modifications suggested, this is the most important. Just last semester, in my comics class, we read a book with a clear depiction of violence with gore and all. The image made me very uncomfortable, and when I vocalized this to my professor, his response was, "Good. It is supposed to elicit some reaction from its readers". Although I understood his point, I did not enjoy the following two classes we spent examining the page. I felt very uncomfortable and did not want to participate.

    6. Perhaps that is one of the greatest roots of the misunderstandings around fantasy works: out of context, a book that creates space for examining a social issue may appear to overtly celebrate one point of view at a glance. Great science fi ction or fantasy, however, calls the reader to think critically for him or herself about the issue at hand.

      It is interesting that a genre that is so complex in its understanding gives such opportunities for children. As I said before, it presents a topic and then opens up the space to talk about it in context of the book which leads to a more open discussion.

    7. The Harry Potter series, perhaps the most demonized work of fantasy to date, is a story of good’s triumph over evil, perseverance in diffi cult times, and the importance of loyalty and friendship.

      I laughed when I read this because I had mentioned it in my annotation a paragraph ago. Although I personally do not see the harm in Harry Potter and was in fact encouraged to read the books as a child, it is important for myself as a future educator, to see that fantasy can be viewed differently by so many people.

    8. Some people have a clear religious objection to fantasy and science fi ction as genres

      cough Harry Potter cough

    9. My students’ stories surface of gay, lesbian, bisexual, transgendered, and questioning (GLBTQ) youth at their own high schools wanting to go to prom only to fi nd that the rules have suddenly changed (“No friends allowed”) when a student wants to bring a same-sex date. A scene about peer violence in the text calls another student to recount the way a senior boy was beaten after school because he was gay. Another student notices a strong connection to the Jim Crow era and the fear of the “living impaired” in the text’s Oakvale High.

      It would be interesting for students to read literature that they can connect to real life on this level because they see that these types of situations occur in other places and brings about an open forum for them to discuss.

    10. adolescents who might be otherwise reluctant to discuss historical and contemporary discrimination fi nd themselves able to more comfortably look at this issue and draw parallels between the text and their own world when reading

      The first book that comes to mind when reading this sentence is Uglies by Scott Westerfeld. Although I have not read this, as it is not something that appeals to me, I do have a basic understanding of the premise. This is that when people turn 16, they have a surgery to "turn them pretty". I feel as though this would be such an interesting way to approach differences and get kids talking without creating an awkward situation.

    11. As a highly feminized profession, however, many elementary teachers were taught as young people to avoid fantasy and science fi ction

      This is such an interesting point that they are making. We see modern culture is trying to break away from these gender specific ideas and concepts, but it is true that women are generally steered away from fantasy and science fiction. Even in Beauty and the Beast, Belle is an avid reader, but the book that seems to be her favorite is a romance novel.

    12. Since we fi rst read the words E.B. White penned, “Where’s Papa going with that ax?” most of us understood the power of a great fantasy story. Instead of the terrible fate our small pink hero might have faced, he becomes recognized instead as “some pig” in the words of his dear friend Charlotte. Perhaps as a child you visited the Hundred Acre Wood and learned something about being a loyal friend from “a bear of little brain” named Pooh? Or maybe you have delighted with a child in your own life in Max’s “wild rumpus” that begins “where the wild things are.”

      I am already intrigued by this concept of fantasy literature. I never really put much thought into children's books' genre, but after reading this paragraph, and realizing that some of my childhood favorites are considered fantasy literature, I am struggling to come up with a book I read as a child that doesn't fall under the fantasy genre.

    13. For elementary or early middle grade readers: • Jacob Wonderbar for President of the Universe by Nathan Bransford (2012, 2nd in series)• The Mostly True Story of Jack by Kelly Barnhill (2011)• A Tale of Two Castles by Gail Carson Levine (2011)• Tuesdays at the Castle by Jessica Day George (2011)• Wildwood by Colin Meloy (2011

      I really like that this article gives suggestions of good fantasy novels to introduce to students. Some teachers may not feel fully comfortable with the fantasy genre but having suggestions like this can help get teachers to introduce this topic more to their students.

    14. Great science fi ction or fantasy, however, calls the reader to think critically for him or herself about the issue at hand.

      The fantasy genre is a great way to get students thinking critically which is something that is enforced and encouraged in mostly all schools today. The ability to think critically is very important and having students analyze a different genre of text than they're used to can be a great way for them to do so.

    15. adolescents who might be otherwise reluctant to discuss historical and contemporary discrimination fi nd themselves able to more comfortably look at this issue and draw parallels between the text and their own world when readin

      I think this is great a point because this would be a great way or students to open up about certain issues that may be difficult for them to discuss. This is just another outlet that can be provided to students to open up and discuss these things in a less harsh environment.

    16. Whatever our fi rst encounters with fantasy and its sister genre, science fi ction, many of us seem to lose sight of its power along the way in school, fi rst as readers, and, later, as teachers

      I feel as though this is true because many teachers are intimidated by these genres mostly because they were never really used all that much in their own education growing up. It is hard to expect people to be able to teach a topic that they aren't very familiar with.

    17. Many fantasy and science fi ction books make their way to the top of award lists

      This is true! I think there is a reason for this, because fantasy and science fiction books help readers make great connections to their own lives while reading.

    18. many fantasy and science fi ction works provide rich opportunities for students to safely use their own moral though

      This is a really interesting thought. I really like that fantasy books can provoke students to use their morals when thinking of what they just read.

    19. adolescents who might be otherwise reluctant to discuss historical and contemporary discrimination fi nd themselves able to more comfortably look at this issue and draw parallels between the text and their own world when reading

      This is a great point showing that kids might rather talk about a book they can relate to in fantasy. I think children can make great connections between their own fantasies and those they read about.

    20. Great science fi ction or fantasy, however, calls the reader to think critically for him or herself about the issue at hand.

      Agreed!

    21. fantasy and science fi ction are amoral or are intended to teach children evil or anti-religious concepts. In short, these genres have gotten a bad rap.

      This surprises me because I've never read a fantasy novel that contradicted religion.

    22. In fantasy texts, the most outrageous details can carry the strongest doses of reality.

      This reminds me of the fantasy book Feed by M. T. Anderson. In this book there is a feed implanted into everyone's head that allows them to chat with people and browse the internet mentally. The feed eventually alters the way people communicate and live their lives, it would be interesting for students to analyze wether these changes were beneficial or detrimental to society, and to relate that discussion to the technology we have today.

    23. tudents can discuss more readily through literature that seems to distance the matter.

      This is absolutely true! One of my favorite things about literature is how it can be interpreted in multiple ways, thus having a unique affect on each person who reads it.

    24. many elementary teachers were taught as young people to avoid fantasy and science fi ction.

      When I think back on my experience with books in school the last fantasy book I remember reading is A Wrinkle in Time in the sixth grade, after that the books in school were strictly realistic novels.

    1. The second technique, that of transposing a mythical character into a modern situation (or sometimes a modern one into an ancient setting) re quires not so much information as imagination. I'm referring, for instance, to the kind of creative mental leap that allows Army veterans in my classes to envision Achilles in a trench in Vietnam as he comes to the painful realization of the ultimate waste and futility of war. The analogies that spring to students' minds are often startling, such as one inner-city woman's remark that Achilles, for all his insight, is basically a kudos junkie, hooked on honor and renown, who couldn't stop fighting if he tried

      This paragraph has probably been my favorite passage from the readings for this module!

    2. view them with detachment. But the effort is worth making, nonetheless. To sensitize my students to the subtle manipulation practiced by the popular media, I have asked them to bring into the classroom for close analysis examples of the mythic images that are our daily fare in the form of advertisements, campaign rhetoric and diplomatic jargon, film plots, folk heroes and hero ines, daily news articles and headlines, and pulp fictio

      I can only imagine this would turn out to be a really engaging and interesting lesson for students to complete. I would have never even thought of these things as a form of mythology.

    3. a myth is a symbolic structure that expresses inner drives, fears and fantasies and endows human experience with order and meanin

      This is a really useful and insightful definition that provides a great explanation.

    1. I can clearly remember the fear I felt when one such instructor asked me to voice my opinion about the meaning of a particular poem.

      I remember feeling this way when we were going over poetry in classrooms, Poetry is hard for me to understand and when inside a classroom, teachers want to know how you feel, or what you think about the poem. Honestly, I think a lot of students have issues with this and find it hard to understand the words inside the poems. I think if teachers work more with students to help understand poems, then they may be easier for students to understand.

    2. y looking at my successful attempts to teach poetry, I demonstrate how to skillfully incorporate the writ ing of poetry into the classroom using ideas from others and relying upon the skills many teachers al ready possess.

      When teachers work on assignments, they usually research and collaborate with other teachers to get ideas about assignments that work and don't work.

  4. Mar 2016
    1. The fun of word plays, the cadence of language, and the literary effects of many of the books would be lost to a child busily involved in the mechanics of de coding.

      I agree that the child can become too focused on trying to de code a word rather than enjoy and learn from the story. A teacher, parent, or other adult reading aloud to the student can solve this issue.

    2. adults consider carefully what is lost when children are asked to read a book alone. The values of reading aloud to children are many

      I agree as I said above. Reading aloud with the student will give children a better opportunity to take more from the story.

    3. "that group of books in which pictures and text are con sidered to be of equal importance.

      This definition of a picture book is great. Some may think that picture books only contain illustrations and few words. However, they do contain a text and illustrations that are as important and go along with the story for a better interpretation.

    4. n far too many cases it is the former situation that occurs. Well-meaning parents and teachers supply guidance and encouragement in the selection process, may provide follow-up discussion and activities after the books have been read, but too rarely provide the all important sharing aloud of the illustrations and text

      I agree that sharing out loud and focusing on the text and illustrations is one of the most important factor in the reading process. Although teachers and parents might think that encouragement is the selection process and giving activities after the reading are the most important, reading aloud with the children is too.

    1. Reading contributes to lifelong learning. However, the small number of adults who continue to read indicates that we need to further encourage our students to become lifelong readers

      This stuck out to me because as I get older I start to appreciate a good book more and more. In middle school, I never enjoyed reading because I would only read for school and homework. Now, I go to the bookstore and pick out books that are appealing to me and read for entertainment. This encourages me to be a better and lifelong reader as everyone should become.

    2. For the very young, the concepts of sets, numerals, seasons, and time are beautifully illustrated in Anno's Counting House, in which all occu pants and furnishings are moved from one house to another as the readers count to make sure that nothing is left behind

      The idea that picture books can help teach math is very intriguing to me. Growing up, I have always been a weaker math student. When I come across a story that has pictures where children get the chance to use their hands & count is a great way to incorporate math in my eyes.

    3. Picture books can also be used effectively to study art history. Stu dents can identify the borrowings from famous painters found in chil dren's book illustration

      Many children don't get a chance to learn more about art history. Picture books are a great way to enhance their learning in area they may not be as familiar with and find a different passion.

    4. Fish Is Fish by Leo Lionni shows students that crayons can be effec tively used in illustrations. In it, the illustrations indicate the setting?the underwater world is shown with crayon rubbings over burlap, the "real" world is shown by crayon illustrations without the burlap tex ture, and the fish's imaginative world is shown with felt-pen clarity. Water colors are used e

      I believe that illustrations help to show where the setting takes place and how you can use many different techniques to create a setting. Students who experience different techniques of illustrations have a better ability and motivation to try to create their own or think about the illustrations in a deeper manner.

    5. This book is filled with similes of how a cloud looked?"it looked like an ice cream cone, but it wasn't an ice cream cone"?and is a perfect pattern book for students to use when writing their own similes

      This is a helpful tool that I will use in the future.

    6. I know of no better way to increase students' understanding of literary elements than through picture books

      I agree, picture books get students more involved and engaged. As well as follow the story in a more understandable way. If a student can't foliow what the words are trying to say or what they mean, they can refer back to illustrations. This indeed goes along with the common core.

    7. hat experience convinced me that it is necessary to spread the word that picture books are for everybody, not just for the "kids" up to grade three.

      I agree with this. I am 20 years old and still love going to the children's section at the bookstores to look at all the new and old children's books and their illustrations. Children's books have the best illustrations and as a future teacher, I am so interested in them. Adults, like mothers to be, tend to go and enjoy what they will be able to pick out for their future baby as well. Any aged person who loves great illustrations and reading should be able to enjoy a great children's story. Age doesn't define good reading.

    1. r along the way. As one 6-year-old told us, "Poet

      I think this quote from a student is a great depiction of how elementary students see poetry, and shows us why we shouldn't be afraid to teach it!

    2. ring reading time the children could sign up to tape a poem that they had practiced and felt comfortable reading.

      As I was able to see in my own experiences as a student working with poetry, recitation is a component. Up until here in the reading I didn't find this discussed, but I think preparing children and introducing them to recitation at a young age will do nothing but help them in the long run.

    3. Table 1 Daily minilesson topics

      As this whole module is dedicated to informing us how poetry should be included, taught, and worked with in a classroom these ideas are helpful and I'm glad they were included.

    4. e found that the decision of what to teach in the daily reading and writing miniles sons could not be made more than a day or two in advance.

      A great example of formative assessment to catering to what it was the children were liking or responding best to.

    5. he class had ani mated discussions about where a particular poem belonged on the bulletin board.

      I think this could probably be seen as a positive unintended effect of the unit; it proved how versatile poetry can be!

    6. s (Strickland, Morrow, & Pelovitz, 1991). They are free to share things that they have discovered and en joyed in their reading with each other.

      When reading it's so beneficial to be able to bounce ideas off each other. I still even find myself doing this with college readings. After I do an assigned reading I often still find myself either picking up my phone to text a classmate or conversing with them about what it was we read and checking my understanding.

    7. ext, a trade book is read aloud to the students by the teacher. The book is selected to illustrate some literary element (i.e., char acter development, desc

      I've never heard of books being used for something like this before, and I think it really is an awesome idea to use a designated book for one particular topic.

    8. e decided to collaborate by constructing a poetry unit.

      Perhaps collaborating on a difficult unit like poetry is a great idea. Even though most things are now done as a grade level team collaboration, I think it would be particularly helpful in a task as daunting as poetry

    9. he teacher circulates, individually con ferencing with children, discussing content, word attack skills, interpretation, and read ability. I

      I like how the teacher walks around the classroom and helps out whoever is in need. This way the teacher is able to get to everyone and see how they are progressing.

    10. iving further opportunity to model and discuss conventions such as punctuation, phonics, and spelling.

      This is a great chance for children to not only build on their phonics skills but also grammar in general. When a teacher models the work for them, children can actually see the correct way to write something or say something, giving them a better opportunity to learn.

    11. he teacher gives a written response to each child's entry.

      Giving feedback is always important especially at a young age. I think it is very good for the children if they receive a lot of feedback.

    1. what inspires kids to write is their teacher's dedication and attitude to ward the process"

      This is one of the things that has probably been pushed on me the most from my professors in the Education Department, and because of their consistency in teaching us future teachers this, I now realize it's importance and am glad to see it in a published work.

    2. y making time to write poetry yourself so that you can better prepare to teach the writing of poetry to students

      I think this is so important; if you are going to try and teach children poetry and to write poetry, you have to be comfortable and aware with doing it yourself first.

    3. he following are two stu dent poems that came out of that lesson.

      These two poems by students really illustrate what it is this article is working to get out. Poems don't have to be daunting at all, children can make up great poems with a scenario as simple as eating cookies or jumping on the bed! I was surprised to read these and how simple yet complex they were for some reason.

    4. eachers are encouraged to preread and mark the student text in order to determine key points for discussion.

      Not even in the terms of poetry, but as a student learning to become a teacher in general, I thought this was interesting. Often we think teachers kind of make up their discussions as we go, but this is just a reminder how important it is for teachers to come to the classroom prepared!

    5. he fundamentals of writ ing poetry will come through the imitation process.

      I think this is a great idea in getting children to write their own poetry. I guess what comes along with the innocence of childhood is the absence of fear. Children will write just to write, very few will be concerned what their classmates or teacher will think unlike older students.

    6. ittle or no original thinking is required in order to complete such scrip

      I agree, that because poetry reading, writing, and interpretation of poetry is such an individualized process and learning experience this type of instruction probably is not the most beneficial.

    7. t is sad that many teachers, particularly ele mentary school teachers, do not approach the teaching of poetry writing at all

      I think because we are not exposed to this in the early years of our schooling is part of what makes it so challenging as we reach middle and high school. Perhaps if this is something that we have been working with all along with so many of our other subjects, we would begin to see the task less daunting and abstract.

    8. o have skill in the teaching of poetry methods and conventions, as well as an understanding of how to analyze and interpret poetry

      I think I understand what they are getting at in terms of you don't have to necessarily be an expert in the "art" of poetry, but you probably have to have some amount of decent knowledge to teach it, no? Or maybe that's just me being mislead, I'm not really sure!

    9. t...enhances thinking skills, and pro motes personal connections.... Such attributes deserve a closer look.

      I still find myself struggling with poetry so often. The opportunity for open interpretation is so different than the regular "plug and chug" method of thinking we're used to it often becomes overwhelming to have to form our own opinions.

    10. o matter what our personal feelings about po etry are, as teachers we must endeavor to teach po etry to our students. P

      This is so important not only in the realm of poetry but in teaching in general. Even if maybe you don't personally love a subject, it is imperative that your students see you willing to learn and grow on your prior knowledge along with them as they learn it at the same time.

    11. have found through trial and error that even a first grader can write poetry in the style of a favorite author, and that modern, unrhymed poetry gener ally works best.

      I loved this part of the article because it showed that you must never doubt the abilities of your students. In order to see what their full potential is you must have faith in them, and life the author of this article explained, they will pleasantly surprise you!

    12. his type of writing can often do more harm than good in inspiring chil dren to write poetry. Little or no original thinking is required in order to complete such scripted tasks, and students end up with no foundation for the cre ative aspects of open-ended poetry writing.

      When I discovered my love for poetry it was because there were very little rules that I had to follow when it came to creating my own. As the poet I could make it rhyme and give it a set meter, or I could make it not rhyme and have it consist of no specific meter. The power was mine to decide. It saddens me that students are being stripped of this discovery themselves because teachers are giving them scripted tasks that involve zero creativity.

    13. erfect (1999) noted that these fears may include a teacher's perceived need to have skill in the teaching of poetry methods and conventions, as well as an understanding of how to analyze and interpret poetry.

      Unfortunately. this is probably very true. The thought of having to analyze poetry is a dreaded task by many, but it shouldn't be. Analyzing a poem in class can be a group effort. Ask children what they think the poet was trying to express and have them use examples from the poem to support their thinking. As a class decide which analysis is the most plausible. This is a great opportunity to allow students to think out loud and to work off of one another's ideas.

    14. It nurtures a love and appreciation for the sound and power of language. Poetry can help us see differently, understand ourselves and others, and validate our hu man experience. It...enhances thinking skills, and pro motes personal connections.... Such attributes deserve a closer look.

      This is a perfect explanation about just how important poetry is. Students should learn how powerful language can be when it is written in certain ways, and how soothing it can be to incorporate their own life into that writing. We are constantly trying to get students to connect with their writing, why not use poetry to accomplish just that?

    15. s it the premise that poetry has to rhyme? (It doesn't.)

      When I was in elementary school I was always taught that poems rhymed. It wasn't until I was put in an enrichment program that I learned how fun writing poetry could be because it didn't in fact have to rhyme, and it also didn't need any punctuation. I went through a poetry phase after this that lasted for quite a while.

    16. what inspires kids to write is their teacher's dedication and attitude to ward the process"

      This is something I have been taught in almost all of my education classes. If the teacher is not interested or does not like the subject, the students pick up on it and then they will not be as excited about the topic either.

    1. Working as a team, two students read aloud, alternating pages, and provide support for one anothe

      When students work together on a subject, they are able to learn from one another which is a great way to learn. I like the strategy of students working together to help each other out.

    2. The teacher and students can reread the story excerpt several times until the stu dents make the short a letter-sound associa tion

      Once students are able to do this, the teacher then moves on and works on other skills. These skills are essential for understanding the key ideas of reading before the students move onto higher readings.

    3. Practicing and applying a phonic principle in quality children's literature pro vides students familiar, meaningful, natural language and engrossing plot

      When children practice and apply the phonic principles, it will help them gain quality reading skills that are essential for them to use while they grow. Learning these skills at a young age, will help students not fall behind in their reading skills.

    4. ession is whole-to-part. Taking this concept a step further, I pro pose a whole-part-whole sequence, integrat ing phonics instruction with quality children's literature as follows

      This is a new concept to me, and I think that whole-part-whole sequence is a great concept. I think it is a great way to teach complex skills that students need to know.

    5. This approach can be achieved when phonics instruction is provided within the con text of real reading tasks and texts, especially through the use of quality children's literatur

      Phonics is very important to children's literature and if children learn this through reading when they are younger, it will help them in their future readings.

    1. Describe how reasons support specific points the author makes in a text

      This standard requires students to be able to describe how reasons support specific points the author makes in a text by determining the key details in text. Also, they students should be able to describe the author's purpose and how it supports comprehension.

    2. Describe the connection between two individuals, events, ideas, or pieces of information in a text

      This standard requires students to be able to know a connection between two parts is a relationship. The students should also be able to identify individuals, events, ideas, and pieces of information from the text. By being able to do this, the students will better understand the text and the author's message.

    3. how the speaker in a poem reflects upon a topic; summarize the text

      This standard requires students to know how to explain the speaker's reflection on a topic and how that impacts the theme. Also, the students should be able to write a summary by using details from the text.

    4. describing how the beginning introduces the story and the ending concludes the action

      This standard requires the students to know how the beginning or introduction usually talks about the important problems the characters have along with information about characters. Also, the students know the conclusion usually talks about how the characters solve their problems.