As an educator, it is also extremely important that we continue to keep our education current. One way to help stay current with research is by reading professional books. When selecting which books to read it is important to consider the research, publisher, and authors related experiences. To enhance my current understanding of comprehension, I have recently read the book The Comprehension Experience: Engaging Readers Through Effective Inquiry and Discussion (2011) written by W. Dorsey Hammond and Denise D. Nessel.
In this book, the authors focus on the power of inquiry and its positive effects on comprehension. The authors suggest that we should not squash our students natural desire to investigate through the over exhalations of comprehension strategies. But rather, we should encourage students natural desire to discover by focusing on predicting and hypothesizing (narrative and informational texts). They recommend these can be done by focusing on questioning and probing students thinking.
After reading this text, I got some great ideas about how to encourage and enhances students natural desires to questions and discovers as they read. Several ideas include: thinking ahead and bringing up questions (related to the reading) before reading, pausing and discussing what has been learned or still needs to be learned while reading, and discussing vocabulary/further questions after reading.
Although I agree with focusing on predicting and hypothesizing to increase comprehension and desire to discover, I also believe there are times and places where explicit comprehension needs to be taught. Therefore, in my classroom I will work to find a balance between teaching comprehension strategies and relying on students natural desires to question and discover.
Overall, reading this text helped expand my understanding of how students comprehend/learn to comprehend. I appreciated the insight Hammond and Nessel shared with me. Reading this text encourages me to continue reading professional texts and discussing with other educators
Friday, November 23, 2012
Saturday, November 17, 2012
Poetry
Incorporating Poetry into the Classroom
Poetry comes in many shapes and forms. Usually, literature in this genre focuses on rhythm, verse, prose, symbolism, and metaphors as a way of explaining and giving new meaning. Often, poetry is characterized by the unique arrangement of language emphasizing sound and meaning. Poetry is often a fun way to bring literature to life. Easily dramatized and emotionally intensified, poetry can become very appealing to young readers. Poetry can be both entertaining to read and write. Often there is a genre that everyone can connect too. With rhythmic patterns, poetry can also be a great tool for building fluency and prosody. Overall, this genre is a great and important one to include in the classroom. However, one must be particular when selecting what poetry to incorporate into the classroom and into instruction. A few important ideas to consider include:
Witness (2003) Karen Heese
According to accelerated reading point system ATOS and the CCSS text complexity grade span level, this book is considered a grade level reading for 4th and 5th graders. However, with consideration of content and the amount of characters playing key roles in this text, I would consider it more appropriate for 6th-8th graders. However, if I were to use this book as a read aloud (perhaps with a lot of supporting discussion over the racial conflicts and characters in the story) I might use it with 5th and 6th graders. As previously mentioned, deep and tension filled themes are extremely prominent in this text. With focus on racial tension between KKK supporters, opponents, and victims much discussion about prejudice and tolerance can and should be brought up in class. It would also be helpful to pair this book up with several nonfiction texts about the KKK and other happenings during this time frame. The tension in to book is developed through the thoughts of many different characters. With these, the author sets the book up in a ways that encourages us to make connections. The poetic language used in this book also greatly emphasizes and portrays the happenings in this book. Overall, this book can easily be linked to help students better understand the society they live in today. By focusing on the racial tension in the past, they should be encouraged to examine current local tension in their own societies.
Emma Dilemma (2011) written by Kristine O'Connell George illustrated by Nancy Carpenter
With consideration of ATOS level and the CCSS text complexity measure, this book is deemed an appropriate read for students in grade spans 2-3. However, if I were to use this book as a read aloud, I believe it could also be appropriate for a younger audience of kindergarten or first graders. With discussion students should be able to pick up on the major themes of sibling relationships, love, guilt, and forgiveness presented throughout the poems in this book. Through these poems, the author does a great job of portraying emotions and humor with precise language. Discussion about how we should treat friends, family, and people in general can definitely be focused on with this text. These conversations can help students better understand why and how to be supportive and forgiving people.
Poetry comes in many shapes and forms. Usually, literature in this genre focuses on rhythm, verse, prose, symbolism, and metaphors as a way of explaining and giving new meaning. Often, poetry is characterized by the unique arrangement of language emphasizing sound and meaning. Poetry is often a fun way to bring literature to life. Easily dramatized and emotionally intensified, poetry can become very appealing to young readers. Poetry can be both entertaining to read and write. Often there is a genre that everyone can connect too. With rhythmic patterns, poetry can also be a great tool for building fluency and prosody. Overall, this genre is a great and important one to include in the classroom. However, one must be particular when selecting what poetry to incorporate into the classroom and into instruction. A few important ideas to consider include:
- Do I provide a variety of poetry types?
- Is the poetry I select recommended (has it won any honors/awards)?
- Are the pieces unbiased?
- Do I have multicultural poetry?
- Am I incorporating poetry across content areas/disciplines?
- Am I presenting poetry in a positive light?
- Am I providing support for comprehension?
Witness (2003) Karen Heese
According to accelerated reading point system ATOS and the CCSS text complexity grade span level, this book is considered a grade level reading for 4th and 5th graders. However, with consideration of content and the amount of characters playing key roles in this text, I would consider it more appropriate for 6th-8th graders. However, if I were to use this book as a read aloud (perhaps with a lot of supporting discussion over the racial conflicts and characters in the story) I might use it with 5th and 6th graders. As previously mentioned, deep and tension filled themes are extremely prominent in this text. With focus on racial tension between KKK supporters, opponents, and victims much discussion about prejudice and tolerance can and should be brought up in class. It would also be helpful to pair this book up with several nonfiction texts about the KKK and other happenings during this time frame. The tension in to book is developed through the thoughts of many different characters. With these, the author sets the book up in a ways that encourages us to make connections. The poetic language used in this book also greatly emphasizes and portrays the happenings in this book. Overall, this book can easily be linked to help students better understand the society they live in today. By focusing on the racial tension in the past, they should be encouraged to examine current local tension in their own societies.
Emma Dilemma (2011) written by Kristine O'Connell George illustrated by Nancy Carpenter
With consideration of ATOS level and the CCSS text complexity measure, this book is deemed an appropriate read for students in grade spans 2-3. However, if I were to use this book as a read aloud, I believe it could also be appropriate for a younger audience of kindergarten or first graders. With discussion students should be able to pick up on the major themes of sibling relationships, love, guilt, and forgiveness presented throughout the poems in this book. Through these poems, the author does a great job of portraying emotions and humor with precise language. Discussion about how we should treat friends, family, and people in general can definitely be focused on with this text. These conversations can help students better understand why and how to be supportive and forgiving people.
Sunday, November 4, 2012
Illustrated Story and Picture Books
Be Selective!
Picture books are easy to find! They come in all genres and all reading levels. They are also great additions to any classroom. With dynamic illustrations, these books provide a strong visual experience which tell or enhance a story. These texts can greatly increase student comprehension and can be used to enhance learning for all students. However, when adding books of this genre to your classroom, it is extremely important to be selective and look for quality illustrated stories and picture books. Great recommendations can be found from book award lists including: Caldecott Medal, Golden Kite Award, and Givemy Award. Other considerations to take into consideration include:
Examples of Quality
Dave the Potter (2010) written by Laban Carrick Hill illustrated by Bryan Collier
According to Lexile measures and CCSS text complexity grade level span, the language in this book is suited for 9th-10th graders. However, with consideration of the visuals and descriptions aiding comprehension with this book, I would consider this book an appropriate read aloud for students in grades 1st-3rd. With themes of slavery, African American hardships, perseverance, and poetic expression, this book illustrates the life of Dave. With vivid and descriptive language, Hill really helps us visualize the characters and the work going on in the story. Illustrator Collier also beautifully describes the process the character goes through in creating his pottery. The intricate relationship between the language and illustrations of this book greatly enhance the story of Dave. Overall, with focus on slavery, this story can help students examine the issues of slavery and how some slaves dealt with it. Discussion and research should be encouraged in order to enhance understanding and compassion toward the events which took place.
Grandpa Green (2011) written and illustrated by Lane Smith
With consideration of Lexile measure and CCSS text complexity measure, this book is appropriate for 1st-2nd grade readers. If using this book as a read aloud, I would say it could easily be used in classrooms K-3. Big underlying themes in this book include relationships between old and young, appreciation/respect for elders, and artistic expression. When using this text in the classroom, it is important that students have access to the descriptive illustrations. These illustrations tell just as much if not more of the story than the words do. Overall, this book would be great to use if focusing on and bringing about an appreciation/respect/understanding of elders. For this book, discussion about relationships, research about artistic expression, and personal research/interviews with elders would help students better understand and learn from this book.
Picture books are easy to find! They come in all genres and all reading levels. They are also great additions to any classroom. With dynamic illustrations, these books provide a strong visual experience which tell or enhance a story. These texts can greatly increase student comprehension and can be used to enhance learning for all students. However, when adding books of this genre to your classroom, it is extremely important to be selective and look for quality illustrated stories and picture books. Great recommendations can be found from book award lists including: Caldecott Medal, Golden Kite Award, and Givemy Award. Other considerations to take into consideration include:
- Connection to content
- Enhance understanding of content
- Use as an anchor text for comprehension
- Teaching life lessons
- Books you enjoyed as a child
- Effective use for ELLs
- Multicultural/ethnicity
- Life connections
Examples of Quality
Dave the Potter (2010) written by Laban Carrick Hill illustrated by Bryan Collier
According to Lexile measures and CCSS text complexity grade level span, the language in this book is suited for 9th-10th graders. However, with consideration of the visuals and descriptions aiding comprehension with this book, I would consider this book an appropriate read aloud for students in grades 1st-3rd. With themes of slavery, African American hardships, perseverance, and poetic expression, this book illustrates the life of Dave. With vivid and descriptive language, Hill really helps us visualize the characters and the work going on in the story. Illustrator Collier also beautifully describes the process the character goes through in creating his pottery. The intricate relationship between the language and illustrations of this book greatly enhance the story of Dave. Overall, with focus on slavery, this story can help students examine the issues of slavery and how some slaves dealt with it. Discussion and research should be encouraged in order to enhance understanding and compassion toward the events which took place.
Grandpa Green (2011) written and illustrated by Lane Smith
With consideration of Lexile measure and CCSS text complexity measure, this book is appropriate for 1st-2nd grade readers. If using this book as a read aloud, I would say it could easily be used in classrooms K-3. Big underlying themes in this book include relationships between old and young, appreciation/respect for elders, and artistic expression. When using this text in the classroom, it is important that students have access to the descriptive illustrations. These illustrations tell just as much if not more of the story than the words do. Overall, this book would be great to use if focusing on and bringing about an appreciation/respect/understanding of elders. For this book, discussion about relationships, research about artistic expression, and personal research/interviews with elders would help students better understand and learn from this book.
Saturday, October 27, 2012
21st Century Literature
Criteria for Quality
Literature changes as technology changes. It is important that we provide our students with access and exposure to popular literature of the time. Currently, graphic novels, digi fiction, doodle fiction, and manga fiction are new and popular formats of 21st century literature. This type of literature is often seen to break traditional norms of text formats and deal with themes and current issues which reflect the culture and technological society we live in today. Often these pieces of literature rely on visual story telling through symbol, image, and/or multimedia formats (videos/blogs/websites). With consideration of these elements in mind, it is important to make sure that resources are available for students to use to get the full experience of the text (such as access to technological tools, experience with technology). It is also important to make sure to be open towards these new ways of literature. I would highly suggest reading and experiencing the texts before introducing them to your classroom. This type of reading may be new for many readers and explicit instruction may be needed in order for the most effective comprehension to occur. Overall, suggestions for including these texts in your classroom would include:
Diary of a Wimpy Kid (2007) by Jeff Kinney (doodle fiction)
Looking into the Lexile measure and CCSS text complexity measure, this book is suggested to be appropriate for the 4-5th grade span of students. With consideration of the doodle features in this book, I would even say this book would be appropriate for 3rd grades. If I were to chose this book for a read-aloud, I would first want to make sure each student was able to have a copy of the text in their hand so they could see the wonderful additions the doodles tell. I would say this book would be an appropriate read aloud for 3rd graders. The events and language used in the book seem to be elements they could easily relate to. The events taking place in this book emphasize themes of friends/friendships, sibling relationships, growing up, and middle school. The author does a great job o illustrating and telling the story through his doodles. As mentioned through the theme of growing up and school, relationships between authentic local happenings and these experiences could easily be made with the students and their lives. If using these books in my classroom, I would make sure to have discussion and explicit instruction explaining how to read the doodle fiction book.
39 Clues: The Maze of Bones (2008 ) by Rick Riordan (digi fiction)
According to the Lexile measure and CCSS text complexity measure this book is deemed an appropriate reading level for the grade span 2-3. With consideration of the literature elements of this book, I would say it is more of an appropriate book for 3rd-4th graders. If using this book as a read aloud in my classroom, I might use it for 2nd graders. However, it would also be important to make sure time is taken to use the digital additions to this book. These features will help students use their reasoning and problem solving skills. I also think it will be important to make sure discussion is spent on pulling out clues as well as getting students to use comprehension strategies such as inferencing and pulling out key details. As this book is read, readers will encounter themes of cooperation/teamwork, sibling, making difficult decisions, and survival in difficult situation. Overall, this book is extremely adventuresome and the author does a great job of integrating technology into this 21st century book. See a video of the author giving a read aloud over this book by clicking the following link (read aloud by Rick Riordan). Overall, with additions of historical tidbits inserted through out the text, readers could connect this story to governmental issues.
Literature changes as technology changes. It is important that we provide our students with access and exposure to popular literature of the time. Currently, graphic novels, digi fiction, doodle fiction, and manga fiction are new and popular formats of 21st century literature. This type of literature is often seen to break traditional norms of text formats and deal with themes and current issues which reflect the culture and technological society we live in today. Often these pieces of literature rely on visual story telling through symbol, image, and/or multimedia formats (videos/blogs/websites). With consideration of these elements in mind, it is important to make sure that resources are available for students to use to get the full experience of the text (such as access to technological tools, experience with technology). It is also important to make sure to be open towards these new ways of literature. I would highly suggest reading and experiencing the texts before introducing them to your classroom. This type of reading may be new for many readers and explicit instruction may be needed in order for the most effective comprehension to occur. Overall, suggestions for including these texts in your classroom would include:
- Reading the text before bringing it into the classroom
- Make sure the content in appropriate
- Explicitly teach how to read these books
- Have students share their understanding of the book (as they are often quite technologically savvy)
- Introduce a broad variety of 21st century literature into your classroom
- Provide access to technology needed to enhance comprehension of story
- Embrace the new insights/experience 21st century literature offers
Diary of a Wimpy Kid (2007) by Jeff Kinney (doodle fiction)
Looking into the Lexile measure and CCSS text complexity measure, this book is suggested to be appropriate for the 4-5th grade span of students. With consideration of the doodle features in this book, I would even say this book would be appropriate for 3rd grades. If I were to chose this book for a read-aloud, I would first want to make sure each student was able to have a copy of the text in their hand so they could see the wonderful additions the doodles tell. I would say this book would be an appropriate read aloud for 3rd graders. The events and language used in the book seem to be elements they could easily relate to. The events taking place in this book emphasize themes of friends/friendships, sibling relationships, growing up, and middle school. The author does a great job o illustrating and telling the story through his doodles. As mentioned through the theme of growing up and school, relationships between authentic local happenings and these experiences could easily be made with the students and their lives. If using these books in my classroom, I would make sure to have discussion and explicit instruction explaining how to read the doodle fiction book.
39 Clues: The Maze of Bones (2008 ) by Rick Riordan (digi fiction)
According to the Lexile measure and CCSS text complexity measure this book is deemed an appropriate reading level for the grade span 2-3. With consideration of the literature elements of this book, I would say it is more of an appropriate book for 3rd-4th graders. If using this book as a read aloud in my classroom, I might use it for 2nd graders. However, it would also be important to make sure time is taken to use the digital additions to this book. These features will help students use their reasoning and problem solving skills. I also think it will be important to make sure discussion is spent on pulling out clues as well as getting students to use comprehension strategies such as inferencing and pulling out key details. As this book is read, readers will encounter themes of cooperation/teamwork, sibling, making difficult decisions, and survival in difficult situation. Overall, this book is extremely adventuresome and the author does a great job of integrating technology into this 21st century book. See a video of the author giving a read aloud over this book by clicking the following link (read aloud by Rick Riordan). Overall, with additions of historical tidbits inserted through out the text, readers could connect this story to governmental issues.
Friday, October 26, 2012
Adventure
Selecting the Best
Captivating young minds through exciting and unusual experiences, adventure book are often a favorite genre for many. Readers are able to get wrapped up in the unique and often hazardous expedition their characters take, letting them explore obstacles like never before. As these books take readers through bold and hazardous experiences, it is important to make sure the events in the book are appropriate and encouraging for young readers. One major guideline when selecting adventure books would be to know your audience. Know who your readers are and what types of experiences they can handle in their readings. Questions to consider include:
Examples of Quality
Far North (1997) by Will Hobbs
With consideration of Lexile measure and text complexity measure of CCSS, this books suggested appropriateness would be for the grade span 4-5. However, with consideration for content, I would suggest this book would be better suited for 5th-6th graders. However, if using this text as a read aloud, I would use it in 4th grade. With teacher and peer support, this book seems it would be an appropriate fit for this age range. With themes of culture, diversity, person vs. nature, and characters/values, this book is easy for all students to learn from and relate too. We all have situation in our lives where we must depend on the knowledge of others to get us through difficult times. With this in mind, it is evident that the author does a quality job of making the internal debates and frustrations of the main character easy to see. As previously mentioned, these struggles and internal conflicts can easily be related to authentic issues a local, national, and global levels. Students should be encouraged to discuss how and when they should trust and question others to make decisions for them. These discussions and other resources should be used in order to support student understanding of the text.
The Whipping Boy (1986) by Sid Fleischman
According to Lexile measure and the CCSS text complexity measure this book is deemed an appropriate read for 2nd-3rd graders. I would agree with this. Although some of the vocabulary may need support provided for understanding, students should be able to easily grasp onto the ideas of this text easily. If using this book as a read aloud, I would say it would be appropriate for 2nd graders. The themes in this book are often ones students at this age could relate to. A few of the themes brought to life in this book include: courage, reward, friendship, and building understandings of others. Overall, this book is very descriptive. The details shared in this book can help students really work on their ability to inference and visualize what they are reading. Overall, this book could have somewhat of a connection to authentic local issues for students such as friendship and building understandings for others. As the main characters face this challenge with one another, students could be encouraged to discuss how their perceptions of others change once they really get to know them. Overall, as suggested above, I believe this book would need vocabulary instruction and discussion in order to increase students understanding and growth from reading this text.
Captivating young minds through exciting and unusual experiences, adventure book are often a favorite genre for many. Readers are able to get wrapped up in the unique and often hazardous expedition their characters take, letting them explore obstacles like never before. As these books take readers through bold and hazardous experiences, it is important to make sure the events in the book are appropriate and encouraging for young readers. One major guideline when selecting adventure books would be to know your audience. Know who your readers are and what types of experiences they can handle in their readings. Questions to consider include:
- Are events/details too graphic?
- Is their enough detail? Too many details?
- Are the characters well developed? Is their too much action?
- Are the events believable?
- Are the events to violent?
- Are there any biases?
- Are there other books/resources that might help the student better understand what the characters are going through?
Examples of Quality
Far North (1997) by Will Hobbs
With consideration of Lexile measure and text complexity measure of CCSS, this books suggested appropriateness would be for the grade span 4-5. However, with consideration for content, I would suggest this book would be better suited for 5th-6th graders. However, if using this text as a read aloud, I would use it in 4th grade. With teacher and peer support, this book seems it would be an appropriate fit for this age range. With themes of culture, diversity, person vs. nature, and characters/values, this book is easy for all students to learn from and relate too. We all have situation in our lives where we must depend on the knowledge of others to get us through difficult times. With this in mind, it is evident that the author does a quality job of making the internal debates and frustrations of the main character easy to see. As previously mentioned, these struggles and internal conflicts can easily be related to authentic issues a local, national, and global levels. Students should be encouraged to discuss how and when they should trust and question others to make decisions for them. These discussions and other resources should be used in order to support student understanding of the text.
The Whipping Boy (1986) by Sid Fleischman
According to Lexile measure and the CCSS text complexity measure this book is deemed an appropriate read for 2nd-3rd graders. I would agree with this. Although some of the vocabulary may need support provided for understanding, students should be able to easily grasp onto the ideas of this text easily. If using this book as a read aloud, I would say it would be appropriate for 2nd graders. The themes in this book are often ones students at this age could relate to. A few of the themes brought to life in this book include: courage, reward, friendship, and building understandings of others. Overall, this book is very descriptive. The details shared in this book can help students really work on their ability to inference and visualize what they are reading. Overall, this book could have somewhat of a connection to authentic local issues for students such as friendship and building understandings for others. As the main characters face this challenge with one another, students could be encouraged to discuss how their perceptions of others change once they really get to know them. Overall, as suggested above, I believe this book would need vocabulary instruction and discussion in order to increase students understanding and growth from reading this text.
Thursday, October 18, 2012
Science Fiction and Modern Fantasy
Science fiction and modern fantasy are
what is called "literature of change." Books in these genres focus on
technological advances and fantasy changing the world as we know it. These
stories appeal to the imagination. They share interesting perspectives and
ideas; therefore, students can be enticed to read them. However, when selecting
literature to use in the classroom, it is important to be particular.
Recommendations and awards can help when selecting. Several awards to look into
include the Hugo Awards, the Prix Aurora and Nebula Awards. It is also
important to select texts which:
- Story takes place in the future (when the work was written)
- The technology does not currently exist
- Events are rationally based (believable)
- Storyline is without stereotypes
Overall, these books can help students
understand the impact that science plays in the world. Science fiction and modern
fantasy can help students explore the humanity and consequences of science
through "what if?" questions. As well as, encourage students to
wonder and imagine possibilities of the future and changes in society.
The Hunger Games (2008) by Suzanne Collins
According to the Lexile level and, the quantitative measuring tool, CCSS text complexity band, this books is determined appropriate for 4th-5th grade readers. However, with consideration of the content (referring to the violent actions and events taking place in the book) I would deem this book much more appropriate for 6th and on/ It is high on adventure, action, and tension. If I were to implement it in my class as a read aloud book, I would probably use it in 4th or 5th grade. Making sure time is set aside to discuss what is going on in the book and why those things are happening, students and I would attend to the moral dilemmas occurring in the book. Overall themes addressed in this book include: family and social structures, homelessness and poverty, survival, power/government, identity, love and loyalty, and sacrifice vs competition. Overall, a lot of action and decision making occurs in this book. With all of this, the author does a fantastic job of letting us know the characters and filling our heads with intricate details that almost make it seem as if we are part of the game. As mentioned previously, there are many themes in this book. Themes such as power/authority/government, family/social structures, and homelessness/poverty can easily be transferred over to help us examine what is going on in our local and global societies. Students can look into these structure in their own lives and analyze how they are impacted by them. Discussions and activities incorporating these themes will help students better understand the book and their own world. Other actions such as talking to people who have experienced war, playing games which include strategy, and watching the movie, can all help further student comprehension.
According to the Lexile level and, the quantitative measuring tool, CCSS text complexity band, this books is determined appropriate for 4th-5th grade readers. However, with consideration of the content (referring to the violent actions and events taking place in the book) I would deem this book much more appropriate for 6th and on/ It is high on adventure, action, and tension. If I were to implement it in my class as a read aloud book, I would probably use it in 4th or 5th grade. Making sure time is set aside to discuss what is going on in the book and why those things are happening, students and I would attend to the moral dilemmas occurring in the book. Overall themes addressed in this book include: family and social structures, homelessness and poverty, survival, power/government, identity, love and loyalty, and sacrifice vs competition. Overall, a lot of action and decision making occurs in this book. With all of this, the author does a fantastic job of letting us know the characters and filling our heads with intricate details that almost make it seem as if we are part of the game. As mentioned previously, there are many themes in this book. Themes such as power/authority/government, family/social structures, and homelessness/poverty can easily be transferred over to help us examine what is going on in our local and global societies. Students can look into these structure in their own lives and analyze how they are impacted by them. Discussions and activities incorporating these themes will help students better understand the book and their own world. Other actions such as talking to people who have experienced war, playing games which include strategy, and watching the movie, can all help further student comprehension.
Among the Hidden (1998) by Margaret Peterson Haddix
With consideration of the CCSS text complexity band and lexile level of this book, it seems to be an appropriate book for 4th and 5th grade readers. After reading this book, I would agree that this level would be appropriate. Although there are many less frequent tier 2 level words incorporated into this book, I believe the descriptions and events talking place in this book would be easy for students at even younger levels to understand. Therefore, I would consider it an appropriate read aloud for 3rd-4th graders. Throughout the events in this book, many themes are addressed. Government oppression, courage/honor, family/social structures, obedience/disobedience, and friendship are several of the most prominent.With these easily relatable themes and the continually building tension/action in this book, Haddix makes is difficult to put this book down. The event in this book also make it very connectable to issues in our local, national, and global world. Connections should be made so students look into how or when oppression and governmental controll impacts their lives and the lives of others. Students should be encouraged to research when other had to hide because they were not supposed to be living (Jews, slaves,...). Overall, I believe many students would enjoy this book. However, a few support such as the previously mentioned discussions and research should be implemented to improve comprehension and connection to real-world experiences.
With consideration of the CCSS text complexity band and lexile level of this book, it seems to be an appropriate book for 4th and 5th grade readers. After reading this book, I would agree that this level would be appropriate. Although there are many less frequent tier 2 level words incorporated into this book, I believe the descriptions and events talking place in this book would be easy for students at even younger levels to understand. Therefore, I would consider it an appropriate read aloud for 3rd-4th graders. Throughout the events in this book, many themes are addressed. Government oppression, courage/honor, family/social structures, obedience/disobedience, and friendship are several of the most prominent.With these easily relatable themes and the continually building tension/action in this book, Haddix makes is difficult to put this book down. The event in this book also make it very connectable to issues in our local, national, and global world. Connections should be made so students look into how or when oppression and governmental controll impacts their lives and the lives of others. Students should be encouraged to research when other had to hide because they were not supposed to be living (Jews, slaves,...). Overall, I believe many students would enjoy this book. However, a few support such as the previously mentioned discussions and research should be implemented to improve comprehension and connection to real-world experiences.
Thursday, October 4, 2012
Pure Fantasy
Finding What Fits
Current trends show that fantasy is a "hot" genre. Buzz words like Harry Potter, Lord of the Rings, Percy Jackson, and Twilight are popular among conversations and media productions. The hype about these books is a great indicator of the enjoyment, associated by many, with this genre. Therefore, it is important to incorporate fantasy and pure fantasy in the classroom. Many students will be swept away with the captivating experiences the characters partake in. However, it is important to set criteria for incorporating these books into the classroom. Guidelines need to be set to make sure the books selected are quality and not "too much." Questions to consider when selecting these texts are as follows:
Example of Quality
The Lightning Thief (2005) by Rick Riordan
According to the CCSS text complexity band, this book seems to range between 3rd and 4th grade. However, with consideration of the length, knowledge experience required, and language features, I would consider this book much more appropriate for 4th and 5th graders. The repetitive nature of fighting and gore might be more suitable for an older reader as an independent read. However, if I were to choose this book to be read aloud to student, I definitely believe that 3rd and 4th graders could comprehend what was going on. As previously mentioned, a reoccurring theme in this book is war and the fight between good and evil. Other themes which may be pulled from this book include: courage and honor, leadership and responsibility, and school life. Overall this book is very intriguing. The descriptive language and continual action keeps you on your toes. The characters in this story are also well developed and easy to relate too. With the reoccurring theme of war, this text could be easily connected to tension situation in local, national, and global happenings. Discussions involving conflicts between friends and families, in cities and in states, and even between countries could easily incorporated into lessons with the book. Due to the fact that this book is based around Greek Mythology, students may need to build up some background knowledge on the gods before or while reading this text. Much of the humor and happenings will not make sense if students do not have a base understanding of Greek Mythology. Overall however, I believe that many readers will find enjoyment and thrill in reading along and fight battles with Percy Jackson.
Current trends show that fantasy is a "hot" genre. Buzz words like Harry Potter, Lord of the Rings, Percy Jackson, and Twilight are popular among conversations and media productions. The hype about these books is a great indicator of the enjoyment, associated by many, with this genre. Therefore, it is important to incorporate fantasy and pure fantasy in the classroom. Many students will be swept away with the captivating experiences the characters partake in. However, it is important to set criteria for incorporating these books into the classroom. Guidelines need to be set to make sure the books selected are quality and not "too much." Questions to consider when selecting these texts are as follows:
- Will my students be able to relate to the characters?
- Are the experiences/language in the book school appropriate? Age appropriate?
- Do the themes connect to realities?
- What will/could my students learn from reading this book?
- Is there a balance between reality and fiction?
- Will students be able to follow the story line?
- Does the information conflict with religious beliefs? Cultural beliefs?
- Has this book won any awards?
Example of Quality
The Lightning Thief (2005) by Rick Riordan
According to the CCSS text complexity band, this book seems to range between 3rd and 4th grade. However, with consideration of the length, knowledge experience required, and language features, I would consider this book much more appropriate for 4th and 5th graders. The repetitive nature of fighting and gore might be more suitable for an older reader as an independent read. However, if I were to choose this book to be read aloud to student, I definitely believe that 3rd and 4th graders could comprehend what was going on. As previously mentioned, a reoccurring theme in this book is war and the fight between good and evil. Other themes which may be pulled from this book include: courage and honor, leadership and responsibility, and school life. Overall this book is very intriguing. The descriptive language and continual action keeps you on your toes. The characters in this story are also well developed and easy to relate too. With the reoccurring theme of war, this text could be easily connected to tension situation in local, national, and global happenings. Discussions involving conflicts between friends and families, in cities and in states, and even between countries could easily incorporated into lessons with the book. Due to the fact that this book is based around Greek Mythology, students may need to build up some background knowledge on the gods before or while reading this text. Much of the humor and happenings will not make sense if students do not have a base understanding of Greek Mythology. Overall however, I believe that many readers will find enjoyment and thrill in reading along and fight battles with Percy Jackson.
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