As the boys began to ask the "why" rather than just the "what, who, and where," the door was open to also construct the "how."
This is an important aspect because the "who", "what", "Where" are just symbols but the "why" is an action and signifies that you are making a connection to something in the book.
The boys often would say that a character reminded them of their moms, cousins, uncles, friends, sports figures, the man down the street, media images, and others who touched their lives
I think this is a good thing, that the boys were able to recognize family members in the story because then they would be more likely to want to read the story and make more of a connection to it.
Accuracy and authenticity are of prime concern even if the presenta tion is fictional
I think this is very important.When I was younger I read the American Girl doll books and I learned a lot about the different time periods the girls were born in because of the stories. It is important that the time periods are accurate.
I have found that often those issues that we fi nd the most diffi cult to discuss—issues that are perhaps a little too close to home—students can discuss more readily through literature that seems to distance the matter.
I think that this is an interesting point that this article makes. If someone in a story is going through the same stuff as the reader is then they can learn from the character and not be afraid to read about the topic.
We forgot how to get back to the place “where the wild things are.” We missed out, and as a result our students have too.
I think it important for students to be able to use their imagination while they read and this genre of reading allows them to do that.
That mythology is any- thing more than a group of long-dead stories does not occur to them.
I do not think that Mythology is of long dead stories. There have been books published such as the Percy Jackson Mount Olypus series that makes middle school aged children want to learn about myths and the gods and goddesses.
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.
I think this is a interesting point. Normally we learn the moral of the story is to not be dishonest but this time the moral is to not jump to conclusions.
As we all know, young children are most comfortable with clear rules and "black and white" thinking.
I believe that it is the opposite. While it may be true that older children enjoy the "black and white" thinking it is only because they have grown up being taught that there is a right and a wrong answer. Young children enjoy being creative and they learn by using their imagination, that is why almost every preschool classroom has a dramatic play area for the children to use their imagination.
They found that good readers make connections to themselves and their communities.
Students are connected to people that are similar to themselves. So it makes sense as to why students would want to find "themselves" in the books they are reading. They need books in their school library that has different religions, races and different types of families and occupations.
If we want all children to become proficient readers, we must stock classrooms with mirror books for all children. This change in our classroom libraries will also allow children of the dominant culture to see literature about others who look different and live differently.
I do not understand why more classrooms do not have books on all different cultures and for all diversity. When children look at books they want to read books about children just like them especially for children who are African American, so they can see that they have something to aspire to and achieve.
In addition to the overt and subtle messages about gender norms communicated by parents, siblings, and teachers (Martin, 1998, 2009; Wohlwend, 2012a), messages about how to appropriately express one’s gender are communicated through the material resources that populate childhood: television shows and movies
This is an important point because starting from when children are very little they watch tv and they learn about what is acceptable and what is not, and if a child is different than a character on a tv show then they may feel sad and withdraw.
Empirical work with young children has demonstrated that they are perfectly capable of learning about, for example, complex systems (Danish, 2013), physics (Hammer & Elby, 2003), and the contested and complex narratives of world history (Goldman, 2004; Hogan & Weathers, 2003).
I think that this point is very interesting because some people do not believe that children can learn about complex things until they have reached the Abstract stage of development. Children are like little sponges and can learn about anything we want to teach them.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
This is knowledge because the students have to know what the meaning, tone and beauty of a text means and it is also a skill because then they have to be able to write about it
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
This is both knowledge and a skill because it is knowledge because the children have to know what summarize means and it is a skill because they have to be able to summarize the story or poem.
Describe characters in a story (e.g., their traits, motivations, or feelings) and
This is knowledge because they need to know different traits and feelings of people and it is also a skill because they need to remember the trait and be able to write about it.
determine their central message, lesson, or mora
This would be a skill because they would have to pick out the message and lesson from the story.
ecount stories, including fables and folktales from diverse cultures,
This would be a knowledge because the students need to know about different cultures and what their traditions are like
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
this is a skill for children in first grade because they need to be able to pick out words that connect to their 5 senses. A good example of this would be a book called Dog's Colorful Day because it talks about food and colors which pertain to the senses of sight and taste.
Recognize common types of texts (e.g., storybooks, poems).
This is a skills that kindergarteners need to know. You could give them the story of the three little pigs and hey Dittle Dittle and ask them to tell you which one is the story.
define the role of each
This would be what the student needs to do. They need to pick out the author and illustrator of the story. a good example of this might be a story by Dr. Suess because a lot of children have read his books
name the author and illustrator of a story
A kindergarten student needs to be able to identify who wrote the book and who drew the pictures. This would be knowledge.
Whitman’s actions show that he decidedly did care if readers were aware of him.
This shows that even Walt Whitman cares about what people think back in 1855 just as people care what people think now.