Field Experience Reflection (4-25-13)

Field Experience

 

1. How many hours did you complete? 5 Hours

2. In a short paragraph or bulleted list, how did you spend your time?

I spent my time observing different teachers teaching reading in a variety of ways. Some teachers were incorporating read alouds and reader response activities and other teachers were using literacy centers to give students opportunities to work with sight words, writing, technology, and hands-on word play.

3. How did the experience help you to strengthen at least one Kentucky Teacher ?

These observations showed me how to strengthen Kentucky Teacher Standard 4.1, because I saw a variety of instructional strategies used that aligned with learning objectives and actively engaged students. All students were involved with literacy and working towards learning objectives, yet they were engaged and worked cooperativeley with other students.

 

4. Talk a little about one thing you learned because of this field experience.

From this experience, I learned how to better engage students with literacy activities and differentiate instruction based on learning styles and preferences. I learned that students are able to meet objectives with hands-on activities and independent writing activities that allow for expanded and creative thinking instead of predetermined answers.

Reading Log and Wiki Connections (4-25-13)

Reading Log

Genre / Titles Read

             I.      Non-fiction/Informational

1)      Go Ask Alice by Anonymous.

 

          II.      Poetry

1)      Hate that Cat by Sharon Creech.

2)      Where the Sidewalk Ends by Shel Silverstein.

 

       III.      Modern Fantasy         

1)      I, Jack by Patricia Finney.

2)      Both Sides of Time by Caroline B. Cooney.

3)      Holes by Louis Sachar

 

 

       IV.      Historical Fiction       

1)      The Teacher’s Funeral by Richard Peck.

2)      Henry’s Freedom Box by Ellen Levine.

 

          V.      Multicultural/Traditional        

1)      Hiroshima: A Novella by Laurence Yep.

2)      The Skin I’m In by Sharon Flake.

3)      The Green Frogs by Yumi Heo.

 

       VI.      Realistic Fiction

1)      Baby by Patricia MacLachlan.

2)      Runaround by Helen Hemphill.

 

    VII.      Picture Books

1)      The Wednesday Surprise by Eve Bunting.

2)      A Couple of Boys Have the Best Week Ever by Marla Frazee.

3)      Lilly’s Big Day by Kevin Henkes.

4)      Amanda Pig and the Really Hot Day by Jean Van Leeuwen.

5)      The Chicken-Chasing Queen of Lamar County by Janice Harrington.

6)      The Boy Who Loved Words by Roni Schotter.

7)      The True Story of the Three Little Pigs by Jon Scieszka.

8)      A Ball for Daisy by Chris Raschka.

9)      A Sick Day for Amos McGee by Philip C. Stead.

10)  The Wall by Eve Bunting.

11)  Knuffle Bunny: A Cautionary Tale by Mo Willems.

12)  Goldilocks and the Three Bears by James Marshall.

 

 

Wiki Checklist

Instructions: Write the number of entries for each category you posted into on the Course Wiki

 

____ Social Studies

____ Science

____ Math

____ Music

__1_ Art

__1_ Reading/Language Arts

____ Physical Education

____ Other

 

Go Ask Alice (4-25-13)

 

Go ask Alice. (1998). New York, NY: Aladdin Paperbacks.

Genre: Presented as a Non-Fiction Diary (The origin of the book is sometimes challenged, and publishers have listed the book as fiction.)

Age: 12 and up (I would suggest an older audience due to the graphic nature of drug experiences, some sexual violence, and language.)

Summary: This real life diary chronicles the life of a struggling young teen as she faces the horrors of a life entangled with drugs. This diary will take the reader through the initial drug exposure of someone and the downward spiral that follows.

Reflection: The cover illustration is a prime example of the dark nature of this book and what it entails. The shadowed, half-hidden face is exemplary of what the main girl in the story becomes. Although this book could possibly be challenged by parents or teachers, it is a detailed account of the horrible life that drugs bring. This narrative writing tells a devastating and eye-opening story about a girl that gets caught up in drugs and her life spirals out of control as a consequence. The format is written chronologically as a diary in which the anonymous author tells about her daily happenings before drugs, while on them, and life after. The theme in this story is overwhelming and the editors even plainly noted the purpose of the book in the pages leading up to the diary’s beginning.

“Go Ask Alice” is based on the actual diary of a fifteen-year-old drug user. It is not a definitive statement on the middle-class, teenage drug world. It does not offer any solutions. It is, however, a highly personal and specific chronicle. As such, as hope it will provide insights into the increasingly complicated world in which we live.”

The reader may draw many conclusions from this story, but will almost definitely be outraged at the availability of drugs and angry at the amount of devastation to a person’s life caused by drugs.

I would recommend this book to any young adult, because I think that hearing a first-person account of how drugs can be so enticing and then ruin your life would be eye-opening for many teenagers.

I would ask the students to keep a diary as well about how they are feeling after certain sections of the book. I would also ask students to write questions they would like to ask the main girl in the story and what they would like to tell her. It would be a great way to let the students know about local resources to help people who are in trouble and battling with these same issues.

Book Talk: Henry's Freedom Box (4-21-13)

Levine, E., & Nelson, K. (2007). Henry's freedom box. New York: Scholastic Press.

What if the only life you knew was of slavery and pain? 

What if your whole family could be taken away from you in one quick sale?

Henry Brown is a slave in Virginia in 1849 that hopes to one day find an escape from this cruel world of slavery. He finally finds happiness when he meets the love of his life and makes a family with her. The days are long and the nights are longer, never knowing where he or his family will end up. When tragedy strikes Henry’s life, he will stop at almost nothing to be free, even if it means mailing himself in a box across the country. The only thing between him and freedom is a wooden crate and the miles from Richmond to Philadelphia. Henry Brown is risking everything for what he knows to be right.
Will he make it to his destination?
Will he be caught in his journey?
Based on an account from the Underground Railroad, read this heartbreaking and inspiring story to find out just how far someone will go for freedom. 

Book Talk: Runaround (4-13-13)

 

Hemphill, H. (2007). Runaround. Asheville, N.C: Front Street. 

Have you even been in love? If not, would you like to be? You will fall in love with the eleven-year-old main character, Sassy, who is ready for love herself. Except there is a problem… she’s not sure how to get a boy to like her! Read along and laugh, cry, and be thoroughly embarrassed with Sassy as she tries her best to find the kind of love she reads about (secretly) in her favorite “Love Confessions” magazines. Without a mother to ask her questions to, Sassy enlists the help of those around her. Ms. Dallas, the baby-sitter, Lula her older sister, and her father have their own (and very different) ways of teaching Sassy about love, but nothing prepares her for the whirlwind that is Boon Chisholm. With his older-than-her charms, reputation around town, and flirty demeanor, she’s sure to find what she’s looking for. Or won’t she? Although this novel is set in the 1960’s, in the heart of Kentucky, nothing about love and life has changed. Anybody who reads this is sure to relate to the loveable, yet tomboyish Sassy, who is on her quest for love. Sassy finally gets the nerve to tell Boon how she feels…

“Finally, she drew a heart on clean paper and wrote in a clear, solid hand. ST + BC Forever. Do you feel the same?”

Will Sassy find true love?

Read Helen Hemphill’s Runaround to find out the answer, along with discovering  all of the bumps in the road of finding your first love, growing up, and discovering what all the fuss is about.  

Where the Sidewalk Ends (4-7-13)

Silverstein, S. (1974). Where the sidewalk ends: The poems & drawings of Shel Silverstein. New York: Harper and Row.

Genre: Poetry- Juvenile

Age: 6-8 (However, poetry is GREAT for all ages to enjoy!)

Summary: This is a collection of funny poems, all by Shel Silverstein, with interesting and silly characters that will put a grin on any reader’s face. Both short and long poems, with a fun and carefree essence cover the pages and invite readers to fall into this crazy world of poetry.

Reflection:This collection of poetry warms my heart. This is the one and only book I am reviewing that I have read before. Reading this as an adult is even more fun than reading it as a child, because I can appreciate some of the humor more than I did then. Shel Silverstein is a talented author that writes a variety of poems that are entertaining for both adults and children. Each poem has a single illustration. The simple, black ink drawings are not the focus of the book, yet they give the reader a starting point for their imagination. Almost all of the poems are written in rhyme, although each poem has a different rhythm, some flowing easier than others.

 Some of the poems are written in a concrete style, which adds interest to the text and captures the reader and puts them inside the poem.

This collection will always be one of my favorites and should be a staple in any person’s book collection. 

The Green Frogs (4-1-13)

Heo, Y. (1996). The green frogs. Boston: Houghton Mifflin Co.

Genre: Traditional Literature- Korean Folktale

Age: 4-7

Summary: This is a retold folktale about a couple of frogs who do the exact opposite of what their mother tells them to do. Every day for years, the mom hopes they will change, but they continue to disobey. When the mother is about to die, she predicts her boys will disobey her burial wishes, so she tells them the opposite of what she wants. In their only effort to ever please their mother, they do exactly as she asks, which leads to a bit of trouble.

Reflection: This Korean folktale begins as a silly, lighthearted story, with the green frogs creating havoc as they disobey their mother. The oil paints and pencil illustrations take up an entire page next to a page of text. There is very little negative space on the page with illustrations, but the opposite page with words is surrounded by negative white space.

Each page also has a different drawing pattern adding detail and interest to the illustrations. 

Notice the frog foot pattern across the floor

Notice the flower pattern on her blanket

Notice the patterns on little frog's pants and  the mama frog's dress

At the end of the story, the reader learns the “true” reason why green frog croak when it rains. Students might find the importance of obeying their parents after reading this tale. The students would relate to the green frog characters and enjoy this silly story. 

The Skin I'm In (4-1-13)

Flake, S. (1998). The skin I'm in. New York: Jump at the Sun/Hyperion Books for Children. 

Genre: Multicultural

Age: 10 and up (Young Adult Chapter Book) 

Summary: In this eye-opening tale about a 13-year-old girl named Maleeka, readers are taken through a journey of a young girl who is ashamed of the color of her skin and her homemade clothes. Maleeka is getting along just fine by trading homework for pretty clothes with the mean-talking Charlese, but things get stirred up when a new teacher comes into town and joins the staff. Ms. Saunders, in her fancy outfits, takes the school by surprise when she puts hope into the minds of many students at McClenton Middle School, including Maleeka Madison. Ms. Saunders has a rare skin condition that the middle schoolers love to make fun of, but her struggle with self-esteem and new-found confidence is an inspiration for girls like Maleeka.

Reflection: This multicultural tale of a young girl named Maleeka was both heart-breaking and inspiring. The young African American girl has skin darker than most girls of her race and she struggles to find peace with this and the loss of her father. Maleeka is the protagonist in the story, because it is from her first person narrative point of view, we learn about her struggle within. The story is even written with a tone and language specific to her. For example: On page 16, it says, “When the second bell rings, I run to Miss Saunders’s class like somebody set my shoes on fire. It don’t help none. Soon as I walk in, I know I’m in trouble. Everybody’s got their head down and they’re writing. Miss Saunders nods for me to take out paper and get to my seat. ‘What does your face say to the world?’ is written on the blackboard. I laugh, only it comes out like a sneeze through my nose.” Although there are other types of conflict in the story, the main conflict is person vs. self, because Maleeka is struggling to find a confidence in herself she never knew she had. She is becoming more comfortable with the way she looks and finding things she is good at, such as writing. For example, on page 119, Maleeka comes to a profound realization, “Some of us is the wrong color. Some is the wrong size or got the wrong face. But that doesn’t make us wrong people, now does it?”  This reminds me of myself in middle and high school. (Text-to-Self Connection) Although I did not struggle with color identity, I was always worried about how I looked and how I fit in. I worried all the time about what people thought and I never realized that I had many special talents that made me different from my classmates. I think many students in middle and high school could relate to this main character and her struggle. As a teacher, it would be interesting to ask students what they imagine Maleeka is doing with her life now or ask them how Ms. Saunders got so many students to believe in themselves and how she was different from the rest of the staff at the middle school. I would recommend this to many students at this age, because it gives them the opportunity to see the world from a difference perspective and learn that although we all have differences, we are more alike than we know. 

My favorite quote from the whole book is when Maleeka writes in her diary and shows the reader the changes that are happening within her mind. 

Dear Diary:

Remember the acorn.  Even when you don't see it growing, it's pushing past the dirt.  Reaching for the sun.  Growing Stronger.

-Maleeka

Both Sides of Time (3-24-13)

Cooney, C. B. (1995). Both sides of time. New York: Delacorte Press.

Age: 12 and up

Genre: Modern Fantasy

Summary: Annie Lockwood is girl who wants true romance. She wants the kind of romance she isn’t able to find in the year 1995, with her current boyfriend Sean. Lost in her thoughts and hopes, she visits an old mansion that is about to be torn down and is whisked away to another time. In the year 1895, Annie experiences true romance, gets caught up in a murder mystery, and finds out what it’s like to be adored, courted, and loved by a man all at the same time. All the while, back in 1995, her family needs her desperately, with big changes on the horizon for her mom and dad.

Reflection: I was swept away in this suspenseful, romance novel. Although the bittersweet love story was enough to keep the reader intrigued, Caroline B. Cooney added the phenomenon of time travel to make this fantasy book a must-read.  I have read many different Caroline B. Cooney books, but somehow missed this time traveling series in my young adult years. The main character, Annie Lockwood, is a relatable character for students in middle and high school. Students at this age are beginning to truly experience relationships for the first time, and many girls yearn for the type of romance they read about in books and see in movies.

The captivating plot draws the reader in with the romance of Annie Lockwood and Strat, but continues to add suspense to the story with the murder of a servant in Strat’s family mansion. The setting of this part of the story is integral to the plot, because the courting of woman, the expectations of a gentleman, and the money-first view of marriage was prevalent during this time period.  Annie wouldn’t have likely found this type of romance had she traveled to the future, because Annie alluded to the fact that romance is somewhat pitiful in the current century. The author truly helps the reader know and understand a few of the characters through their thoughts and actions, although the story was told in a third-person-sympathetic (or limited) omniscient point of view.

The cliffhanger of an ending leaves the reader on the edge of their seats wondering where Annie will travel next. The rest of the series should be an easy and necessary read. I would definitely recommend this book to a young adult who loves mystery, suspense, time travel, and romance!

With students, using the Mark My Word comprehension strategy, I would point out the words “forthwith”, “precariously”, and “reproachful” and challenge the students to use them at least once throughout the week.

Here are some great questions as ask students after reading this book:

Would you rather live in 1895 or 1995? Why?

What do you think the consequences would have been if Annie stayed in 1895?

After reading the last paragraph of the book, to what point in time do you think Annie will travel? 

Read the other captivating stories in The Time Travelers series: Out of Time, For All Time and Prisoner of Time

The Boy Who Loved Words (3-16-13)

Schotter, R., & Potter, G. (2006). The boy who loved words. New York: Schwartz & Wade Books. 

Genre- Picture Book, Children’s Fiction

Age- 6-8  (Although many websites say this is the age range, I would argue that is should be an older children’s book due to the words used being higher level.)

Summary: Selig is a boy who loves words and collects them everywhere he goes. Selig would say the words, write it down, and tear off the little piece of paper and keep it in his pockets, sleeves, or anywhere they would fit! Throughout his childhood, the main character is always an outsider, observing the world and using words to describe it. After feeling alone and sad, Selig dreams about finding his purpose in life and soon does after meeting a poet in need of the perfect words. The reader will love watching a dreamer like Selig find his purpose in life and put all of his good words to use as he grows into adulthood.

Reflection: From the front cover to the end papers, the reader of this book is surrounded by a sea of beautifully complicated words. The author uses rich words to describe Selig and the world around him. The readers quickly get to know how Selig is viewed by his family and peer as an “oddball”. His mother and father are full of worry when they wonder what good can come from their son’s love of words. The illustrations tell a story, with words as labels to describe how Selig views the world around him. The media used was a mixture of pencil, ink, gouache, gesso, watercolor, and collage. The illustrator uses mainly greens and blues to let the reader understand the mood of the story is very strange and lonely, much like the main character. I love how the book shows that a young boy with a passion can find his way in the world and find his purpose, when his nickname proudly becomes his identifier. “Wordsworth” is a character that many young readers can relate to, because he feels that he doesn’t fit in or know his purpose in life yet.

The end papers are a great resource to teachers and students who read this book and want to know what many of these interesting words mean! A teacher could definitely use this book to inspire students to use rich, exciting words in their writing to interest readers. 

If you'd like to check out this fun story, copy and paste this link for a wonderful online reading of it, including actual pictures on You Tube!  http://www.youtube.com/watch?v=GTScRTNvIcI  

The Chicken-Chasing Queen of Lamar County (3-16-13)

Harrington, J. N., & Jackson, S. (2007). The chicken-chasing queen of Lamar County. New York: Farrar, Straus and Giroux.

Genre: Picture Book, Children’s Fiction

Age: K-2

Summary: This free-spirited young girl spends lots of time on her grandmother’s farm chasing chickens. She likes to call herself the chicken-chasing queen of Lamar County! She puts her skills to the test and tries everything she can to catch her favorite chicken, Miss Hen. Through her chicken-chasing adventures, and despite Big Mama’s warnings, she tries to outsmart the fastest chicken and ends up finding a little surprise.  

Reflection: I absolutely LOVED the illustrations in this picture book. The bright and colorful collage-type letters and patterns jump out across the page and your eyes have trouble focusing on just one thing. The detailed hen keeps your eyes moving. 

 Even the title uses a collage of cut-out letters to spell it out. The double-spread layout of illustrations dominates the story and the farm setting is integral to the story. The fun and free-spirit of the main character is infectious. The author uses imagery to describe the beauty of the farm and all of the hens, while using tons of onomatopoeia. This book would be a great read aloud for younger children and a great book to use for modeling how to make predictions. Students would love to predict whether or not she will outsmart Miss Hen or what surprise she finds while chasing her. 

My favorite illustration involves the little girl and Miss Hen. They are peaking at each other, one eye closed, while the little girl dreams of all the ways she can outsmart Miss Hen to catch her. I love the suspense at the end of this page that reads, “Keep still. Keep still and then –” 

Amanda Pig and the Really Hot Day (3-16-13)

Van, L. J., & Schweninger, A. (2005). Amanda Pig and the really hot day. New York: Dial Books for Young Readers.

Age: K-2, Dial Easy-to-Read Series- Level 2

Genre: Easy Read Picture Book, Children's Fiction

Summary: In this short, 4-chapter, picture book, Amanda Pig tries everything to beat the heat on this hot summer’s day. With the help of her parents and her best friend Lollipop, Amanda spends the day trying to get cool. Her brother, Oliver, and his friends make the day a little tougher for Amanda and her friend, but the girls find a way to make the day full of fun and giggles, and lots and lots of lemonade!

Reflection: This Geisel Honor book was refreshing and sweet for young, beginning readers. The pencil and watercolor illustrations give the book a colorful, child-like feel. Amanda Pig’s family is a typical family that spends the summer together. Like many children’s fiction books, this story modeled how families work and play together, while showing the slight troubles a young brother and sister might encounter. In the end, the whole family comes together outside, under the stars, and tells a “cool” story to end this hot, busy day. Due to the reading level, the sentences were short, with simple dialogue. The chapters were always short (about 10 pages), with a small, framed illustration on each page. 

The author did a great job using repetition of the word “hot” and many different similes to portray just how hot this day was!

"I'm as hot as a fried egg."

There are many other Oliver and Amanda Pig books for young readers!

Lilly's Big Day (3-10-13)

Henkes, K. (2006). Lilly’s big day. New York: Greenwillow Books. 

Genre: Picture Book- Fiction

Age: 4 and up

Summary: Lilly, a young little mouse, is elated to hear about the upcoming wedding for her teacher, Mr. Slinger to the school nurse, Ms. Shotwell. Although it will be a big day for her teacher, Lilly hopes it will be a big day for, too. She wants to be the flower girl! Mr. Slinger plans for his niece to be the flower girl, while Lilly has plans to convince him otherwise. Mr. Slinger gives Lilly a big job, as the flower girl assistant, and she has her moment of fame at the wedding.

Reflection: From the purple-spined hardcover to the pink, green, and yellow balloons on the cover, this book has GIRL written all over it. The author and illustrator, Kevin Henkes, uses beautiful watercolor paints with a hefty portion of pinks and purples, to attract young, girly readers to this fun story! This story has a progressive plot with a focus on a little mouse girl’s emotions as she sets her sights on a dream, gets disappointed, and then makes the best of her new situation. There is a bit of repetition in the text as Lilly practices her flower girl moves and later teaches them to Ginger, Mr. Slinger’s niece. With the story revolving around flowers, weddings, pink and purple, there are not many draws for a male audience. Most of the illustrations are framed, so they do not take over the whole page. This is true until the pages in which Lilly is practicing her best flower girl moves.

The composition compliments the text, because these particular pictures seem to dance around the page, much like the magical movements of the flower girl she is practicing to be.  I would recommend this book to young readers and elementary school teachers, because the story shows how students can reach for their dreams, but sometimes can be presented with situations and opportunities to change your plans and make the best of it.