Chapter 4- Picturebooks: Beyond Words and Illustrations

            Picturebooks have a unique format that is defined by words and illustrations rather than genre. They come in many forms, shapes, and sizes. They can be board books, toy books, pop-up books, and storybooks. Picturebooks contain stories of fiction: realistic, historical, and fantasy. Some picture books even consist of poetry, folktales, biographies, information, and concepts. It is important to realize that no other type of literature works in the same way.

             Several studies have shown that reading is a meaning making process. This process is supported and facilitated by children’s ability to respond to visual cues with text (Elster, 1998; Golden & Gerber, 1990). “The ultimate purpose of analysis and criticism should be to assist us in returning to any given picturebook with the power of seeing and feeling more intensely, thereby increasing our pleasure and capacity for wonder” (Sipe, 2001, p.39). It is important to realize that a carefully planned picturebook will effectively employ design elements to bring the reader into the book. This can be done from the front cover, endpages, title page, and dedication to a satisfying close. Without illustrations it would be difficult for the reader to imagine a scene from a different perspective. The authors of picturebooks do not have to say everything they want readers to know because the illustrations show what the author leaves out. It is because picturebooks are categorized by their unique format and not by genre that they employ both narrative and expository writing.

             The book offered a variety of ideas students can to with picture books. One idea was creating flip books. The link provided, http://pinterest.com/pin/43487952622101911/, is an example of an animal habitat flip book students can create themselves. This link, http://pinterest.com/pin/283304632778754151/, offers a simple tutorial for creating another flip book for children. Another idea that I thought was great to use for picture books was an author study. I believe that students should learn about the author, where they get there inspiration, and how they began their journey of becoming an author. This link, http://www.readingrockets.org/content/pdfs/authortoolkit_rr.pdf, is great to help understand the aspects of an author study. It provides a large amount of information that is very helpful when creating an author study. You will find more links for chapter four in the right column. These links include: American Library Association’s Caldecott Medal, American Library Association’s Great Graphic Novels for Teens, Children’s Picturebook Database, The Graphic Classroom, and Picturing Books. 

Chapter 5- Traditional Literature

        Do you know the four most powerful words in the English language? They are “once upon a time”. Traditional literature, folk literature, or oral literature is the standard tales, stories, and poems of people that have been passed down by word of mouth through many generations. Since traditional stories have been handed down orally, no one knows who told the tales first. However, there is a reason why folk literature has traveled around the world, and this reason is because it meets a variety of human needs. These needs include: the need to explain the natural world in the absence of scientific information, the need to articulate our fears and dreams, thus making them accessible and manageable, the need to impose some order on the apparent random, even chaotic, nature of life, thus helping us to understand our place in the universe, and the need to entertain each other, as well as ourselves.
         Traditional literature provides children with values, and it is important that children become familiar with the rich heritage of folk literature that has come down to use from cultures around the world. Children can use traditional literature to understand the personal dimension of standards of behavior of a culture and at the same time reduce stereotypes. Traditional literature also presents children with framework for the literature, drama, and art they will come across later in school. Children are also provided with entertainment and pleasure because they enjoy reading and hearing folktales. Traditional stories also contain strong rhythm, rhyme, and repetition of patterns that are created for the children’s developing memory and imagination.
          After reading chapter five I discovered resources teachers and parents can use with students. The first activity found on http://pinterest.com/pin/170222060887316722/ , contains fun, hands-on activities to teach traditional literature to children. The next activity found on http://pinterest.com/pin/175781191677904576/ , is a cute idea teachers can use with students after reading traditional literature. The “Wanted” sign is a fun way for students to demonstrate what they have comprehended from the story. If you explore the link, you will find a variety of other activities specifically for traditional literature. You can also visit The Cinderella Project, located on the right column under chapter five, to find text and images containing a dozen English versions of the fairy tale. You will also find multiple versions of Little Red Riding Hood, Jack and the Beanstalk, and Jack the Giant on the website. The Rosetta Project is another link located under chapter five that is an online collection of antique books that are traditional tales. The books on this site are divided into sections: prereader, early reader, intermediate reader, and advanced reader. The Scholastic’s Myths, Folktales, and Fairy Tales is another website worth visiting. Here, students learn from authors Jane Yolen, Alma Flor Ada, Rafe Martin, Nina Jaffe, and John Sciezka to develop their skills in writing myths, fairy tales, and folktales. Each workshop provides step by step guidance through the writing process.

Chapter 14- Reading by Children: Independent Reading and Writing and Literature Circles

          Independent reading is something that is very important no matter the age of the child. There are many benefits of independently reading, but it is often done incorrectly. Teachers need to realize that independent reading cannot be only providing children with time to choose books and read. Effective teachers allocate the time given for students to read independently.  It is during independent reading that children should read books they have selected and respond to their reading in a journal. Teachers need to work with children in whole group, small group, and individual settings to provide effective scaffolding.
           It is important to realize that shared reading, guided reading, and independent reading must be well thought through.  There should be a form of assessment and observation of children that includes curricular goals.  It is critical that teachers observe their students as they are reading and writing aloud in multiple situations. Observations are key to revealing important information teachers need to know about how students interact with and respond to texts, other students, and themselves during instructional and independent settings. Once teachers have learned about their student it is important that they create a classroom library that is based off of their students’ literacy personalities. Book baskets or tubs can be an effective and flexible way to categorize books in a classroom for students. I have provided links to possible ideas you may want to use for your classroom library. The first link: http://pinterest.com/pin/119134352615164746/  is a neat way to organize the classroom with a great reading area. All the books can be in the corner allowing comfy areas for sitting. Reading is so important, and students will appreciate a quite area just for reading. The next idea is somewhat similar: http://pinterest.com/pin/217158013253815319/. This classroom library has a couch in the corner with book shelves and a short curtain in order to separate the area. The final idea: http://pinterest.com/pin/516225176007302527/ for a reading corner uses books in little baskets. This makes it all look so much neater and easy for little hands to pack away.
            Students are much more likely to be motivated and engaged in reading something they select to read, just as anyone would be. Everyone is interested in particular activities or topics so it is important to pay close attention to what students are interested in. In order for students to learn from a book they need to be engaged and motivated. Reading with persistence and stamina is also important for child to understand. When selecting a book to read students should consider: something they are interested in, the right amount of pages, favorites authors, right level, if they can read most of the words, if it reminds them of something in their past, if the pictures and illustrations are good, and if the book is funny.
            Sticky notes is an idea mentioned in the book that I thought could be very helpful for students. Sticky notes can be an effective way to encourage children to think as they read. While using the notes the reader is involved in monitoring their own thinking by serving as a way to question, predict, or talk back to the text. This link, http://pinterest.com/pin/102527328987360243/, provides an example of a list of ways students can use sticky notes to record their thinking while reading, helping their metacognition. Another idea for helping students during reading is to create a response journal. In the response journal students write their thinking about the texts they read. Journals can be created from notebooks, pocket folders, or paper booklets. Guidelines must be established for journal entries. As the teacher, it is important to model and demonstrate example of journal entries for students to follow. It is common for teachers to write back a response in the students’ journals that can include questions or other comments that prompt the child to expand the breadth or depth of their thinking. I have provided a few links on creative ways to create a reading response journal: http://pinterest.com/pin/339881103097834382/, http://pinterest.com/pin/211176669999760960/, and http://pinterest.com/pin/45528646204865876/.
             I have also provided three online resources located in the right column to view for more information. These resources include: Annenburg Media, Literature Circles Resource Center, Reading Rockets: Comprehension: Helping English Language Learners Grasp the Full Picture, and Reading Workshop. 

Chapter 13- Reading to and with Children: Reading Aloud, Shared and Guided Reading and Writing

                This chapter was especially important because it discusses what to do, how to do it, and what are effective techniques when it comes to reading to and with children. When you look back to your beginning school years it is most likely that you remember the books your teacher or parents read to you. Reading aloud allows children to fall in love with the teacher who does it well and who does it often. It is important to be this teacher, because these are the ones that are never forgotten.

                The most important characteristics of an effective read aloud are passion and enthusiasm. These two characteristics separate effective read alouds from ineffective read alouds. Research has shown that increased motivation and positive attitudes towards reading comes from reading aloud. Reading aloud also helps language and literacy development in the understanding of story structure. Vocabulary, conventions of print, decoding, reading comprehension, and literary understanding all benefit from reading aloud as well. So why not do it and do it right?

                Reading aloud provides context for teachers to demonstrate the nature, purpose, and act of reading. It creates an environment that listeners have equal access to knowledge. It builds interest in language and provides models of language in use. Reading aloud improves listening skills and it also develops the use of imagery. Multiple perspectives and a broadening of the listener’s worldview are also offered through reading aloud. In the end, the effectiveness of a read aloud depends on the amount of consideration given to how often to read aloud, what to read aloud, and how to read aloud. To help you with reading aloud I have provides a few websites worth visiting. The first website that I think is very beneficial for reading aloud is Mem Fox: And Do It Like This. This websites includes such a large amount of information that you will be fully equipped to read aloud effectively. Just from visiting this site you can learn more about expert advice on how to read aloud. You can also learn about Mem Fox’s life, her stories, and you can hear her read aloud. I love this website and have found it helpful for reading aloud myself. The next website I visited was Jim Trelease on Reading. Here, author Jim Trelease provides a handbook on reading aloud at home and in the classroom. Various valuable resources can be found on his website that include links to several chapters from his book. Reading Rockets: Reading Aloud is another website that provides videos, website, articles, and resources for reading aloud. Reading Is Fundamental: Reading Aloud is a site that is worth visiting because it prepares and motivates children to read by delivering free books and literacy resources to the families that need them the most. This is a great site that also includes resources for educators and parents for reading aloud, creating a literacy rich environment at home, lesson plans, and book selection. With the resources provided, there is not reason why anyone should not read aloud effectively. 

Chapter 6- Modern Fantasy

                   Chapter six is all about modern fantasy, and what could be more exciting then fantasy? To begin Melissa Thomas once said, “What is most important about fantasy, what separates and frees it from the boundaries of other genres, is that it is an undistilled version of human imagination—momentary worlds and magic that may be at odds with the rational truth, yet continue to reflect our culture and times.” Fantasy allows readers to escape from the world they live in every day, and that is why I believe it is so popular.

                There are two categories that modern fantasy stories are classified in. The first category is low fantasy. These stories take place in the real world but magical elements of fantasy make them impossible. The second category that modern fantasy stories are classified in is high fantasy. Stories in high fantasy take the information and experiences from the real world and project them into another world. It is because fantasy writers can explore complex ideas on a symbolic level that young readers are able to understand and follow along. Good fantasy writers illustrate the truth about the life in a way that realistic fiction or informational writing cannot. Fantasy is great for thoughtful exploration of philosophical issues at a level that can be understood and appreciated by young readers as well as adults.

                Fantasy books also help children find a strong sense of self in order to deal with their struggles in life, and through fantasy, the struggle for self knowledge becomes clearer. Hope is kept alive through fantasy. Children who read fantasy can experience many situations and come out with a sense of hope and empowerment that will carry them through the uncertainty and unknown journey of life. It is very important that modern fantasy has the basic literary elements to create and engaging and believable story for readers.  I found multiple websites that I think are worth visiting. The first is website I think is great for children is called Library Thing. Here, students, teachers, and parents can find the most popular modern fantasy books on the shelves. Once you click on the book you are interested in looking at the site takes you to a page that provides everything you could possibly want to know about the book. There are also things such as author chats, and group discussions that you can take part of. The next website I think is great for modern fantasy is The Golden Duck Awards for Excellence in Science Fiction. This website gives a variety of categories such as picture books, middle grades, and young adult books. What I liked most about the site is that it lists the criteria for what it takes to win the Golden Duck Award along with more online resources for teachers to use in the classroom. The third website you should visit is The Science Fiction and Fantasy Bibliography. This website contains a database of more than 4,500 fantasy authors, along with links to websites and book information. The fourth website worth visiting is Readkiddoread. This site is sponsored by James Patterson, an author. He dedicated this site to help parents and educators connect children with the books that will help children become lifelong readers. Once on the site, type “fantasy” in the search box and a great annotated book list will appear. You can also explore other genres by doing the same search. 

Chapter 8- Historical Fiction

              Chapter 8 contains information about historical fiction. This section brings together historical fact and imagination. Because we cannot experience the lives of people in the past we can come close by reading historical fiction books to get a better sense of that time period. The benefits of historical fiction are that they convey a sense of life as it was lived during that time, it happens to ordinary people, it broadens perspectives, and it helps children understand that the present and future are linked to actions of the past. Historical fiction helps students realize they are not just outsiders looking in on great historical events. These books help people appreciate that everyone plays a role in shaping history. 
There are various categories of historical fiction which include: Ancient Times, Medieval Times, Colonial Times, Revolutionary Times, Early Frontier Era, Civil War, Post-Civil War, World War I, Great Depression, World War II, Post- World War II, and the Civil Rights Movement to name a few. I found some great websites that were offered towards the end of the chapter that could benefit readers looking for historical fiction books. The fist site I visited was Carol Hurst’s Children’s Literature Site. This site has a collection of reviews on great books for children. You will also find great ideas on how to use the books discussed in the classroom. What I like most about this site is that there are also a large amount of books that have activities about that particular subject. Curriculum areas, themes, and professional topics are also listed on this site. The other site I visited was the Historical Fiction Book Lists. I liked this site because the books are categorized by continent and subdivided by countries or historical eras. I thought that this was an interesting way to do things because it gives students a different view of where things took place. Each country or era book list is divided by grade level as well. Finally, the site has a cover picture of the book, a synopsis, and number of pages are provides for each book as well. 

Chapter 10- Nonfiction: Biographies and Informational Books

            Chapter 10 includes information about nonfiction books. These books include biographies and informational books. There are many preconceived ideas about nonfiction books that can lead to little exposure and interest in a child’s life. However, nonfiction books have come a long way. Benefits of nonfiction books are that they offer a key to success in later schooling, they are ubiquitous in the larger society, they are the preferred reading material for some children, they addresses children’s interests and questions, they build knowledge of the natural and social world, they include many important text features.  
When considering what nonfiction book is right in the classroom it is important to consider the role of the children’s preferences, text, accuracy, and multicultural understanding in the selection, and the use of children’s literature. Today, the quality of nonfiction books is outstanding. This specific type of literature can be seen as a work of art. These books provide an interesting option for students to learn about important information. They also are just as effective as textbooks. The majority of students would much rather read a trade book then a textbook. 
          Towards the end of the chapter there are multiple resources that are great for nonfiction books. The first website I viewed was Sports Illustrated for Kids. The site offered an endless amount of attractive articles for young kids to read. It has games, news, and interactive features for students to use while keeping them in a safe environment. This is a great site that I believe most kids will enjoy. The next site I went to was Time for Kids. This is also a great site that discusses issues in the world at a younger level. There are numerous sections that include: News, Kid Reporters Around the World, Homework Helper, Photos & Videos, Mini-Sites, TFK Extras, and a Store section as well. Finally, I looked at a website called 100 Best Nonfiction Books, PreK-8. This website is a great resource for children, parents, and teachers to use when selecting a book. There is a list of 100 of the best nonfiction books that were selected and annotated by Judy Freeman. These books were selected because they have had the most impact on her teaching, have broken new ground, have taught her something extraordinary, and have wowed readers. 

Chapter 7- Realistic Fiction

          Chapter 7 in the textbook was all about realistic fiction. Realistic fiction is the sense that the setting, characters, and events are plausible, meaning they reflect contemporary places, people, and situations. There are many different categories for realistic fiction. These include: survival/ adventure, mystery, humor, animals, sports, family, and growing up. Children benefit from reading realistic fiction in several ways. One way is because realistic fiction honestly portrays the realities of life so children can gain a more in-depth understanding of human problems and relationships. A good realist fiction book will portray the real world in all its contexts. Children and adults in various societies and cultures can relate to books that reflect and confirm their lives. 

Towards the end of the chapter I visited some of the resources that were given. An important resource for parents, teachers, and students to visit is Censorship, the Internet, Intellectual Freedom, and Youth website. This website has a great section under the “Children’s Literature” page for young children to visit. On this page you will find: Special Interest Page, Readings in children's literature, Project Eclipse, Cookbooks, Children's book publishers, Sharing literature, Webbing, Female voices in picture books, African-American, Part one, African-American, Part two, Asian-American, Hispanic-American, Native-American, Sensitive issues, Censorship, Traditional literature, Fairy tales, Snow White, Female stories, Pirates, David Wisniewski's Golem, Literary biographies, Author biographies, Informational resources, Author, Children writing and publishing, American history on the Web, Selected bibliography for children's and youth services in libraries, Analysis of a Picture Book, Creation of a Visual Interpretive Analysis, Visual Interpretive Analyses Page, Cyber library, Children's Literature Literacy Test, Picture Inconsistencies, Islamic Traditions and Muslim Cultures, and Native Americans: A Resource List for Teaching. There truly is something for everyone on this website, and that is why I think it is such an awesome resource for you to be acquainted with!

The other resource that I thought offered a large amount of information was the CCBC Intellectual Freedom Services. This website is part of the Cooperative Children’s Book Center which specializes in intellectual freedom issues as they relate to children’s and teens’ access to materials in libraries and classrooms. There is a rich variety of resources that include a list of education and advocacy groups and a “what if” library of questions and answers about book challenges. The website also offers many book lists, books of the week, and award winning books for children to browse. 

Chapter 11- Diverse Perspectives in Children's Literature

        Chapter 11 discusses a major issue that takes place throughout schools all across the United States. Diversity is something that students need to understand because their classrooms are filled with diverse children. High quality multicultural children’s literature is available now than ever before. It is important to teachers to understand how important it is to include multicultural literature in the classroom. It is also critical that teachers are able to select high quality multicultural literature for children.

        I discovered that in the 1950s diverse literature for children and young adults was almost nonexistent. In the last few decade the number of multicultural books published far surpasses that of any previous decade. It is important to keep this going. Teachers and librarians need to have excellent multicultural books to choose from, and they must share these books with children. It is critical that children see other cultures and life experiences in order to develop perspective, insight, and possibilities as they grow to become citizens of the world. It is also important that children see their own cultures and values reflected in the books they read. Children need to feel a connection with a book in order for the book to be effective. Without feeling connected there will be no meaning to the book. It is important for students to feel as though they can relate to what they are reading. One of our country’s strengths is its diversity. It is important for children and adults to learn about other cultures so that they have a better understand of the people that surround them.

        However, we are failing to educate students from diverse backgrounds in our school systems. Children who live in poverty scored lower then students at or above the poverty level. Students from single parent homes were less likely to score in the top third than those from two parent families. Students whose primary home language is English outperformed those whose home language was not English. This is where multicultural literature comes into play. Research has shown that the use of multicultural literature that accurately depicts the experiences of diverse groups may improve the literacy achievement of students of diverse backgrounds by increasing their motivation to read, the appreciation and understanding of their own language and cultural heritage, their respect for their own life experience as a topic for writing, and cross cultural understanding. In conclusion, multicultural literature helps children see themselves in the stories they are reading. It depicts how people unlike them feel, think, and live. Multicultural literature connects children to the world by exposing them to diverse viewpoints other than the mainstream. It is important that the awareness, appreciation, and understanding of people who are different from and similar to ourselves is established (Johnson, 2012).

Chapter 12- The New Literacies: The World of Online Children's Literature

       When reading chapter 12 I found it very eye opening as to how much technology is out there for students to use. What I believed to be even more astounding is how much technology can actually be beneficial. I know that I myself prefer to read actual books, rather than books online.  However, times are changing and it is a reality that a large amount of reading is taking place online.

        I found it interesting that 93% of children from the ages of 8-18 spend an average of 90 minutes a day using the computer at home, and 75% of this time is spent on social networking, instant messaging, watching videos, and playing computer games. It is important to realize that teachers can use the students’ knowledge of technology to extend children’s understanding, motivation, and engagement in literature. If technology is used properly it can extend the opportunities to acquire the skills and strategies needed to live and work in the fast changing technological world. One way students can use technology to increase an interest in literature is through digital texts. Digital texts are distinguished from other genres by the interactive structure. It is key that a child to be engaged in reading online a transacting must occur between the reader and the text. New literacies are skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. It is vital that students learn these skills in order to read, write, view, navigate, and communicate in the future.

        In conclusion, students of the 21^st century need to have experience with the technological tools used in the classroom. They need to be able to also be able to work collaboratively in face to face and virtual environments. It is key that students are able to find information in a variety of different places and then determine its reliability and create new knowledge from what they have read. Students of the 21^st century also need to understand and follow the legal and ethical practices as they use resources and create information. It is important to realize the endless possibilities teachers can use through technology. Projects, meeting authors, gathering information, communicating with others, and numerous other opportunities exist through technology. It is important for students to learn how to use this technology safely, and when they do so they can make joyful connections to literature (Johnson, 2012).

Chapter 13 - Reading to and With Children: Reading Aloud, Shared and Guided Reading, and Writing

        Overall, I felt as though Chapter 13 was very helpful in determining when to use a read and write aloud, shared reading and writing, and guided reading. The chapter not only explained when to use each of these methods to read with children, but it also described how to do so. Various useful suggestions were given for each of the three reading techniques as well.

What I thought was very important to remember about reading aloud was that one of the fondest memories pre-service teachers have from their elementary school years was there teachers reading to them. I believe that this alone shows how important effectively reading aloud to your students can be. Reading aloud has also made numerous children fall in love with their teacher, and she was never forgotten. When reading aloud it is important to have passion and enthusiasm for the book you are reading. Reading aloud aids in numerous things: increased motivation and positive attitude toward reading, language and literacy development in the understanding of story structure, conventions of print, vocabulary development and listening comprehension, decoding and reading comprehension, and literary understanding. It is important to remember that the effectiveness of a read aloud depends on the consideration given to the read aloud process. When writing aloud it is important to select a topic that can emerge from read alouds, storytelling, hands on experiences, shared readings, and content area instruction.

The next technique discussed in the chapter was shared reading. I believe that it is important to remember as with read alouds, it is important to use a well developed thought process throughout the shared reading. Before shared reading it is critical that an engaging book is selected that is an appropriate level for the students. During the reading you need to make sure that all students can se and hear the book. This is a great time to pose questions, stop to think aloud, and allow the children to make predictions. After the shared reading it is important to as students to provide explicit teaching of certain reading concepts, skills, or strategies. In shared writing, the teacher and students think collaboratively. For shared writing teachers collaboratively construct the text with students to help convey the meaningful text. Guided Reading was the last technique discussed in the chapter. A guided reading is a context where the teacher supports each reader's development of effective strategies for processing novel texts at increasingly challenging levels of difficulty. At this time the teacher would work with a small group of students who use similar strategies and have similar reading levels. It is important to remember that guided reading is based on dynamic grouping of students. The first and most important aspects of guided reading are initial and ongoing dynamic, meaning temporary and fluid, grouping of students.

In conclusion, reading and writing aloud, shared reading and writing, and guided readings are effective strategies teachers can use to address the various different needs each student may have so that all children can see the amazing aspects of children's literature. It is important to remember the key aspects of each strategy (Johnson, 2012). Remember to always read aloud with passion!