The major advantage of fantasy is that it can open up possibilities; it is not confined to the boundaries of the real world.

Realistic settings are often called primary worlds; fantasy settings, secondary worlds.

Others start in the real world and move into a fantasy world (for example Alice in Wonderland or Peter Pan).

Magic is central to the fantasy genre.

most easily seen if we think of terms such as prayer, liturgy, ritual drama, spell: they are all used for different religious genres but would seem to be more neutral than myth

emotional over-tones.

myth can encompass everything from a simple-minded, fictitious, even mendacious impression to an absolutely true and sacred account, the very reality of which far outweighs anything that ordinary everyday life can offer

The Wind and the Sun are metaphors for brute force versus persuasion and kindness. A kind and gentle manner will sooner lay open a poor man's heart than all the threatenings and force of blustering authority.

there's nothing wrong avoiding the steps others took to failure

The Gnat is trying to be polite, sure, but really he was just trying to make his presence known.

When you're in a leadership position you may not always have the opportunity to lead by example, but you should do it as often as you can.

how to execute the idea.

Where there's a will, there's a way.

We always want more than we have, but when you take inventory of your possessions, you might realize that the bone you have is enough.

A dog is heading home after finding a big, juicy bone.

Think ahead, stop procrastinating,

The pictures allow a not-yet-reading child to make his or her own way through the narrative of a picture book.

far beyond their ability to read words

explained how the speed lines indicate that the baton is moving one direction, but the tassels are moving the other direction. Of course, he was right. Yikes.

They study pictures for story, meaning, character, setting, plot, and motivation and for a parallel,

While the words in picture books are meant to be read aloud, children can read the pictures on their own. They don’t need to be taught this skill and are, in fact, way better at it than grownups.

child experiences love for the story, and by extension, love for the person read-ing it.

The read-aloud experi-ence

it will go straight into their hearts and never be forgotten.

egin by reading great poetry to children, discuss it, and then have the children attempt to write poetry afterward.

onfiden

uelched this passion.

ather, I capitalized upon the work of other poets

is type of writing can often do more harm than good

confused by the complexity of the poetry, which often makes them reluctant to try writing their own poems.

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.

t seems that many teachers share these misin formed ideas about what makes great poetry and therefore mistakenly assume that teaching children to write poetry is beyond their ability.

, quality literature selection. 2. Part: Provide instruction in a high utility phonic element by drawing from or ex tending the preceding literature selection. 3. Whole: Apply the new phonic skill when reading (and enjoying) another whole

Whole: Read, comprehend, and enjoy a whole, quality literature selection

The progression is whole-to-part

lifelong reader

Research has shown that children absorb the language they hear and read, and, in time, use that language as part of their own

independence in word identification

real reading tasks and text

y, one does not have to pre clude the other. What is needed is an approach that combines the two in a complementary manner?a method that presents the two as mutually supportive and taught in a manner that makes the interrelationships clear to chil dren.

there is also strong support for early, intensive instruction in phonic anal ysis to help students achieve independence in word recognition

Proponents advocate the use of whole stories, value a meaning emphasis, and believe that through repeated readalongs, assisted reading (Hoskisson, 1975), and shared-book experiences (Holdaway, 1982), many children will begin to read spontane ously

With prompting and support, identify the main topic and retell key details of a text

Distinguish their own point of view from that of the narrator or those of the characters.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text

Students adapt their communication in relation to audience, task, purpose, and discipline.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.

For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document.

they do not describe all that can or shouldbe taught. A great deal is left to the discretion of teachers and curriculum developers.

The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA.

1) Sharing time, (2) the Mini lesson, (3) State-of-the-class, (4) Self-selected reading and response, and (5) Sharing time

irst, students should have own ership of their time (

illustrations:

I lead the class in brainstorming pos sible topics for writing, and I add the ideas to the class topics list.

hildren interact with me during di rect instruction, modeling, discus sion,

Why does seeing themselves in books matter to children? Rudine Sims Bishop, professor emerita of The Ohio State University, frames the problem with the metaphor of “mirror” and “window” books. All children need both. Too often children of color and the poor have window books into a mostly white and middle- and-upper-class world.

Children of color and the poor make up more than half the children in the United States. According to the latest census, 16.4 million children (22 percent) live in poverty), and close to 50 percent of country’s children combined are of African American, Hispanic, American Indian, Asian American heritage.

toddlers begin to police the gendered behavior of their peers and themselves

“the fiction of the gender binary”—the persistent belief that the world can be divided into two, and only two genders, and that anyone who does not fit fully into one of those two gender categories is an anomaly or a freak.

engage critically

Appropriate scaffolds, and activities sufficiently tied to children’s lived experiences, these studies suggest, make it possible to engage in the work of building theories about the world and its social structures even in elementary school.

sophisticated inquiry into race and racism

elementary level, where it is often assumed that children are not sophisticated or mature enough to engage in a systematic inquiry into societal norms and related social inequities (e.g., Bigler, 1999). Yet a growing body of research makes it clear that children begin to internalize dominant beliefs about gender as early as preschool

“normal” view, constrain people’s intellectual, emotional, vocational, and social lives

The belief that there are two, and only two, gender categories; that all people, with very few exceptions, fit neatly into one of those two gender categories; and that all people, with very few exceptions, fit neatly into the gender category they were assigned at birth.

aggressive and sometimes violent behavior toward others

silence, bully, intimidate, and threaten women who speak up against sexism in video games and other popular media,

Cultural expectations about gender are folded into, for example, the spoken and tacit rules for how women and men, girls and boys, should dress and carry their bodies and engage with others and make decisions about relationships, family, and careers.

increased support for those who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA), but it is equally about dismantling misogyny, homophobia, and transphobia so that all people, regardless of their sexual or gender identity, can be free.

The project of this dissertation is to confront societal norms around gender, gender identity, and gender expression in order to open up spaces for children and adults to interrogate and explore their relationship to their own and others’ genders.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Read words with inflectional endings.

Read grade-level text with purpose and understanding