Field Experience Reflection

1.  How many hours did you complete?
     6

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

• Attended a professional development workshop called "Reading with Meaning" by Debbie Miller which focuses on reading comprehension strategies for primary age students
• Observed public library during story time

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

Through my professional development I have strengthened Kentucky Teacher Standard 7:  The teacher reflects on and evaluates teaching and learning.  By learning new reading comprehension strategies, I have reflected on my own teaching practice and learned new ways to foster literacy.  In addition, I have strengthened Kentucky Teacher Standard 8: The teacher collaborates with colleagues, parents and others.  This can be seen by collaborating with the librarian and using the librarian as a partner when planning lessons, units, and projects. 

4.  Talk a little bit about something you learned because of this experience.
     This field experience has allowed me to utilize and appreciate the library as a tool and means for teaching.  It is more than four walls and a building to store books, but rather a place to gain information and learn and share that information as well.  It has also made me aware of the invaluable resource a librarian can be, not only for students, but for teachers.  I want to collaborate more with the librarian when doing lessons and projects because the librarian can be a source of information and ideas. 
      This class has reminded me how much I truly enjoy children's literature.  Before attending University of the Cumberlands to attain my Master's Degree in Reading/Writing, I started my graduate work (one semester) in Library Information Resources hoping to be a school librarian.  School and district budget cuts were eliminating many of these positions in the schools so I decided to go into reading specialization to further my education.   This is a decision that I do not regret and has given me a firm foundation in teaching literacy and reading.  It seems fitting that my final graduate class upon graduation has rekindled my love for children's literature and in doing so has inspired me to return to the academia world to finish my Library Science degree with the desire to become a school librarian.

Reading Log & Wiki Checklist

 

READING LOG    Genre / Titles you read

             I.      Non-fiction/Informational
      1)     Dolphin Baby! by Nicola Davies

      2)     Sneeze! by Alexandra Siy

      3)     Red-Eyed Tree Frog by Joy Cowley

          II.      Poetry

1)      Who Killed Mr. Chippendale? by Mel Glenn

2)      The Armadillo from Amarillo by Lynne Cherry

3)      Toasting Marshmallows: Camping Poems by Kristine O’Connell George

4)      Morning, Noon, and Night: Poems to Fill Your Day Selected by Sharon Taberski

5)      Mammalabilia by Douglas Florian

6)      Summersaults by Douglas Florian

7)      Comets, Stars, the Moon, and Mars by Douglas Florian

       III.      Modern Fantasy         

1)      A Wrinkle in Time by Madeleine L’Engle

2)      Lewis and Clark and Me: A Dog’s Tale by Laurie Myers

       IV.      Historical Fiction

1)      Moon Over Manifest by Clare Vanderpool

2)      A. Lincoln and Me by Louise Borden

3)      Mr. Williams by Karen Barbour

4)      Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport

5)      Dreaming of America: An Ellis Island Story by Eve Bunting

6)      Bud, Not Buddy by Christopher Paul Curtis

          V.      Multicultural/Traditional

1)      Bringing the Rain to Kapiti Plain by Verna Aardema

2)      Whoever You Are by Mem Fox

3)      Fat Cat: A Danish Folktale retold by Margaret Read MacDonald

4)      Moja Means One: Swahili Counting Book by Muriel Feelings

5)      Lon Po Po: A Red-Riding Hood Story from China by Ed Young

6)      Abiyoyo by Pete Seeger

7)      American Tall Tales by Mary Pope Osborne

8)      The Cazuela That the Farm Maiden Stirred by Samantha R. Vamos

       VI.      Realistic Fiction

1)      Bucking the Sarge by Christopher Paul Curtis

2)      A Chair for My Mother by Vera B. Williams

3)      Jigsaw Pony by Jessie Haas

    VII.      Picture Books

1)      Seven  Blind Mice by Ed Young

2)      Canoe Days by Gary Paulsen

3)      Angel Child, Dragon Child by Michele Maria Surat

4)      The Astonishing Secret of Awesome Man by Michael Chabon-  Texas Library Association (TLA) 2012 Summer Reading List

5)      No Dogs Allowed! by Linda Ashman-  TLA 2012 Summer Reading List

6)      Joseph Had a Little Overcoat by Simms Taback

7)      Peter’s Chair by Ezra Jack Keats 

8)      The Snowy Day by Ezra Jack Keats

9)      Yo! Yes? by Chris Raschka

10)  Don’t Let the Pigeon Drive the Bus! by Mo Willems

11)  Mouse Island by Eve Bunting

12)  Riding the Tiger by Eve Bunting

13)  Brave Harriet: The First Woman to Fly the English Channel by Marissa Moss

TOTAL:  42 books

WIKI CHECKLIST

Instructions: Write the number of entries for each category you posted into on the Course Wiki (requirement is four total posts, in four different categories)

__1__ Social Studies

__1__ Science

____ Math

__1__ Music

__1__ Art

__1__ Reading/Language Arts

____ Physical Education

____ Other

Book Reflection (Week of: June 25-28)

Siy, A. (2007). Sneeze! Watertown, MA: Charlesbridge.



Age Level:  10-12

Genre:  This is an informational book because it gives facts and information about aspects in biological science.

Summary:  Sneeze! is a book about sneezes, specifically how and why they are formed in the human body with examples of nine children and nine reasons for sneezes.

Reflection: 
       This informational book is a photo essay containing vivid color micrograph images to accompany the facts and information about sneezes.  It is the type of information that would not be found in your typical classroom science textbook, nor would the photographs, or micrographs, be seen through any ordinary classroom microscope.  The micrograph images (some zoomed hundreds to thousands times actual size) allow the reader to see the allergens and microbes that cause sneezing in human beings.  The up-close view of the microscopic particles look almost like abstract art rather than ragweed, alder, or sagebrush (pg. 9). 

       My five year old son saw the book cover and immediately wanted me to read it to him.  I was a bit hesitant at first because I thought the content was too advanced for him (some of it was a bit over my head!), but I read it anyway.  He throughly enjoyed it and said, "Those can't be germs, they look too pretty" (pg. 34-35).

       I

     
       I had many "Mark the Bold" words while reading this book.  Many of the bolded words are labels with captions next to the photograph.  All the bold words are in the back of the book in the glossary.  Because of many of the advanced vocabulary words such as myelin sheath (pg. 31), synapse (pg. 29), axon (pg.26) to name a few, the Mark the Bold strategy would work well.  This book would be a wonderful addition to a biology lesson because all students can relate to it- we all sneeze!  The back of the book contains extra information called "More About Sneezing" (pg. 40-41) that is worth mentioning.  Did you know a person does not sneeze while sleeping?  (Never thought about it, but learned something new!)  How about: Did you know that the first copyrighted motion picture was of a sneeze?  These are  interseting tidbits of information that one would not find in textbooks, but facts that students remember and make them want to read more about the topic.  This trade book would make a good  supplement to science lesson or for the value of learning new information.

Booktalk (Week of: June 25-28)

Curtis, C.P. (1999).  Bud not Buddy. New York: Scholastic, Inc..

       Have I ever told you the story about the time I was on the lam from the Home?  That's where they sent kids that didn't have a momma, or daddy, or any other kin to look after us.  Momma died when I was six and Daddy...well....I was going to find him, no matter what, even though I had never met him.  All's I knew is he played the biggest fiddle you ever did see, at least according to a flier Momma kept around with her. One thing's for certain, I was not going back to that Home! 
       Well, it all started back during the Depression.  Times were tough and, to make matters worse, I was only ten years old and weighed about as much as a sack of potatoes, had everything I owned with me in a suitcase, traveling, roaming, wandering away from Flint to find my daddy.  One thing that got me through it was, what I liked to call, "Bud Caldwell's Rules and Things to Have a Funner Life and Make a Better Liar Out of Yourself." (pg. 133)  Like:

 RULES AND THINGS NUMBER 8

Whenever a Adult Tells You to Listen Carefully and Talks to You

in a Real Calm Voice Do Not Listen, Run as Fast as You Can Because

Something Real Terrible Is Just Around the Corner. 
Especially If the Cops Are Chasing You.

Another thing I had to keep reminding folks was, "The name's Bud, Not Buddy"..... by Christopher Paul Curtis.



Age Level:  Grade 3-8

Genre:  Historical Fiction



Book Reflection VI (Week: June 18-22)

Haas, J. (2005). Jigsaw pony.  China: Greenwillow.



Genre:  This book is realistic fiction because the characters and events could exist in real life and are believable.

Age Level:  Grade 2-4

Summary:  Jigsaw Pony is a story about twin girls, Fran and Kiera, that get the pet they have longed for- a pony named Jigsaw.  For two girls that fight and argue over almost everything, they agree that they both love Jigsaw.  The pony can do many things except jump and gallop for long periods of time.  The girls wonder if something is wrong with them or is something wrong with Jigsaw.

Reflection:
        If I were to give this book a rating, I would give it three out of four stars.  Jigsaw Pony would make an excellent choice for children transitioning from beginning readers to chapter books.  The vocabulary is not too difficult, there is an appropriate amount of illustrations, and it is organized with the right amount of white space for young readers.  It is written in third-person-limited-omniscient point of view as the reader occasionally gets glimpses into the horse's mind.  On page 35, Jigsaw's thoughts are, "He loved all the girls he'd met today."  Again on page 109, "He didn't miss Valerie.  He was too happy."   This book skirts on the edge of fantasy because there are a few episodes in the book, along with the occasional omniscient point of view by Jigsaw, that make the story somewhat unbelievable.  In one part of the book, Jigsaw hops  into the family station wagon.  Another episode describes the horse climbing stairs in the school building for show-n-tell.  I suppose these events could happen in real life, but it is highly unlikely.  I think these episodes in the story would appeal to young children and keep them interested in reading the story, especially those children reading their first chapter book, which is quite a feat for some students.  For me, these parts of the story seemed a bit ridiculous which is why I did not want to give the fourth star. 
        Jigsaw Pony is an emotional realism story because of the realistic feelings and relationships among the characters.  The twins fight and argue which is typical behavior amongst siblings.  This makes young children able to relate to the characters.  An example of this is on page 48: "They didn't want to choose spaghetti.  They didn't want to do Rock Paper Scissors.  They didn't even want to argue, which was unusual."   The nuclear family (mother, father, two sisters) in the book is very wholesome and the theme throughout the story is responsibility.  Teachers and parents could use this book to teach character education and responsibility to children.  There is limited conflict, except for the consistent arguing and fighting between the twins, and Jigsaw's lack of physical activities, which makes for a simple story line.  Overall, it is a "feel good,"  "happy family" book with a positive message.   Girls, horse lovers, and twins would enjoy this book as well as those readers venturing into their first chapter books.

Big Question:  Fran and Kiera are always fighting and arguing throughout the story.  How do you find ways to get along with others?

Book Reflection V: Week of: June 11-15

Florian, D. (2000).  Mammalabilia.  San Diego: Harcourt, Inc..




Age Level:  Grade 2-5

Genre:  This is a poetry book because of the rhythmic verse and word choice used throughout the selections.

Summary:  Mammalabilia is a collection of twenty-one poems about different mammals from aardvarks to tapirs. 

Reflection:   
       I have always had a love-hate relationship with poetry.  As a child, I loved poetry from Mother Goose rhymes, to A Child's Book of Verses, to of course, Dr. Suess.   As I got into adolescence, and was forced to read works such as The Iliad and The Odyssey by Homer, and Beowulf, I found that getting a root canal seemed more appealing than reading these epic poems.  Now as an adult I have come to  respect and understand poetry more because I realize that poetic words are carefully chosen and are like puzzle pieces that must carefully be placed together for the picture to be complete.
       I thoroughly enjoyed reading Mammalabilia, a specialized poetry book, about different animals.  Our textbook introduced me to the author/illustrator, Douglas Florian, as it lists him as a notable children's poet.  So far I have read three of his children's books, Mammalabilia; Summersaults; and Comets, Stars, the Moon, and Mars, and have adored all of them.  What I like about this book in particular is his use of different types figurative language and poetry forms.  For example, on page 9, he uses a concrete poem to describe the Bactrian Camel by having the words on the page in the shape of two camel humps.  Again on page 45, he uses a concrete poem to describe "The Porcupine" with the words written upwards in lines like quills on a porcupine's back.  He also uses wordplay in several of his poems including "The Aardvarks" on page 6 with the lines: "Aardvarks aare odd." and "By faar in the daark."  This is a clever way of rhyming, but also imitating the word "aardvark." He does this on page 21 with the poem "The Lynx" saying that "coats of lynx...stynx."  Florian uses onomatopoeia on page 46 with the use of "come hear me purrr" and wordplay with the same poem, "stripes upon my furrr...like a blurrr...I am a tigerrr."  These poems would make good read-alouds, but because of the concrete poems, wordplay, and other visual elements, they really should be enjoyed being read individually for readers to get the full effect of the poems. 
       This book would be a wonderful supplement for a science animal unit of study.  It contains unusual animals like the lynx, ibex, tapir, and rhebok (it is not just a shoe).  Students could research a mammal and write a poem about their mammal as Florian does in this book., complete with a hand-painted illustration.  After reading this book's back matter, I learned that the illustrations in this book are gouache on brown paper bags.  Students could create their illustrations using this type of medium to mimic Florian's style of artwork.  Douglas Florian's works will be making a great debut upon my classroom library shelves!

Big Question:
Poetry tends to use metaphors (state something is something else) and similes (use of like or as) to compare things.  How are you like one of the animals in this book? 

Book Reflections IV (Week: June 4-9)

Vamos, S. R. (2011). The cazuela that the farm maiden stirred. Watertown, MA: Charlesbridge.



Age Level:  Grade K-3

Genre:  The Cazuela That the Farm Maiden Stirred is a multicultural Latino literature book because it contains Spanish words and customs native to the Latino culture.

Summary:
The Cazuela That the Farm Maiden Stirred  is a story about a group of animals that work together to make a delicious dessert.

Reflection:    
     The Cazuela That the Farm Maiden Stirred is a cumulative tale written like the classic nursery rhyme "The House That Jack Built." Each page builds upon the last with animals and their contributions first introduced in English ("This is the duck that went to the market", pg. 6) with subsequent pages containing Spanish translations in bold print ("This is the donkey that...carried the pato that went to the mercado..."pg. 8).  The repetition and rhythm of this cumulative tale would not only make this book a wonderful read-aloud for young children, but it would serve as a tool for learning Spanish words.  After reading  the story, I added two new words to my Spanish vocabulary- cazuela (pot) and cabra (goat). 
     The illustrator, Rafael Lopez, uses folk art along with warm, primary colors to depict the animals and the cazuela brewing on the fire. 

pg. 14-15

The color palette is reminiscent of ones used in Latino art and culture and is rich and warm like the dessert cooking in the pot.  The drawings are over-exaggerated which show the liveliness of the animals as they prepare to cook the arroz con leche (rice pudding) to have at their fiesta at the end of the story.  The end of the book, pages 26-27, gives the recipe for Arroz con Leche.  This book is an A Pura Belpre Illustrator Honor Book as well as a 2012 Texas Library Association Reading List Book.

      My text-to-self connection with this book is on page 18 with the lines, "The cazuela simmered and sputtered.  It bubbled and burbled."  The author chose to use alliteration at this point in the story because it builds tension.  This is the climax, or high point, of the tale because the pot is about to boil over due to being left untended.  The use of alliteration here reminds me of Edgar Allan Poe's "The Raven" (a poem I had to memorize in tenth grade English class yet still remember to this day).  An excerpt from the poem is, "While I nodded nearly napping, suddenly there came a tapping , as of someone gently rapping, rapping at my chamber door..."  The tension is building as the noise of the tapping becomes more intense on the door.  Okay, maybe "The Raven" is a much more sophisticated comparison than a pot of rice pudding boiling over on the fire, but the use of initial consonants works well in both texts. 

     Teachers can use this book as a supplement for learning patterns of language, sequencing, Spanish language and vocabulary, and multicultural value.  After reading this book in the classroom I would like to have students talk with their family about traditional recipes from their home and have the students bring them in to share with others.  The students can share why the recipe is special to them and if it has any special memories associated with it.  The recipes could then be compiled into books and distributed to the classmates for enjoyment at home.  

Big Question:

In this story, the animals work together with the farm maiden to make the dessert.  How do you work with others to complete tasks?

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Osborne, M.P. (1991).  American tall tales.  New York: Alfred A. Knopf, Inc..



Age Level:  Grade 3+

Genre:  American Tall Tales is a traditional literature book because the tall tales within the book have exaggerated characters and are passed down through the oral tradition of storytelling.

Summary:  This book is a retelling of American tall tales including famous characters such as Johnny Appleseed, Paul Bunyan, and John Henry. 

Reflection:
      I have long enjoyed Mary Pope Osborne's "Magic Tree House" series so I thought I would read this book and see how well it compared to her other children's books.  The best part of the book is the Introduction in which she explains the history of tall tales.  American tall tales were born out of ways to depict the harsh environments of the United States frontier with outrageous feats and daring heroes.  Most were oral stories passed down from the generations, many with no known author.  Interestingly, the tall tale characters of Pecos Bill and Febold Feboldson were not told from oral traditions, but rather were created in magazine and newspaper articles and grew from the publication popularity.   This book exposed me to new folk heroes I never heard of before including Sally Ann Thunder Ann Whirlwind, Stormalong, and Mose. The author also explains her rationale for focusing on the "compassionate side" of many of the heroes in the book.  However by changing or deleting some of the details from the original stories, she has left out circumstances and events that coincide with the context of the time and place in which the stories originated.  "Softened" versions of the stories may be more sensitive for younger readers.  However, I feel that older readers should be exposed to the incidents that occurred during the time frame in which these stories developed so that adolescents can compare and contrast life then and now and make their own judgments regarding the stories.
      Mary Pope Osborne uses many examples of exaggeration and hyperbole (exaggerated exaggeration) for emphasis in her retellings of these American tall tales.  For example, page 18, Sally Ann Thunder Ann Whirlwind, says, "I'm a streak of lightning set up edgeways and buttered with quicksilver" referring to how quick she is.  The author uses hyperbole with Stormalong on page 44, "He planted over five million potatoes and watered his whole crop with the sweat of his brow."  Another example can be seen with Paul Bunyan's story on page 99, "[the baby's beard] was so big and bushy that every morning his poor mother had to comb it with a pine tree." 
      I remember hearing these stories as a young child, but have not read most since that time.  Paul Bunyan as a baby having a beard and his mother having to comb it with a pine tree leaves a silly, funny, and totally fantastic image in my head that makes me have to almost laugh out loud.  It is the outrageousness of these tales that makes them so memorable.  It reminds me (text-to-self connection) of Biblical tales that I still remember to this day- Jonah and the Whale and Noah's Ark to name a few.  These were both stories of incredible feats and outrageous events that stick in your mind.  If Paul Bunyan's tale was told as, "He was a man that grew up to cut wood" it would be...well....boring.  The same with Jonah's tale if it were told as, "He did not obey God, so he had to be taught a lesson.  The end."  People would not remember the stories and they could not be passed down through the generations. 
     
Big Question: 
Tall tales require the use of exaggeration and sometimes hyperbole to create larger than life characters, yet their feats are highly fictitious and unbelievable.  This technique is also used in advertising to sell products.  (Example: This cream can take years off your face.)  How effective is this technique to sell products?

Book Reflection III (Week: May 28- June 1)

Myers, L. (2002). Lewis and Clark and me: A dog's tale.  New York: Henry Holt and Company.



Age Level:  Grade 3-6

Genre:  Lewis and Clark and Me: A Dog's Tale  is a historical fantasy book because it contains extraordinary events that could not happen in real life (a dog writing a story in this case), but it contains historical references.

Summary:
Lewis and Clark and Me: A Dog's Tale  is a story about the Westward Expansion expedition of Lewis and Clark as they are traveling down the river as told through the point of view of  Lewis' dog, Seaman.  Seaman accounts many of the dangers and joys the men experience during their journey.

Reflection:    
     I chose this book to read because the title, A Dog's Tale, appealed to me.  I have always had a fondness for books about dogs, Old Yeller, Sounder, and Where the Red Fern Grows, come to mind with this one being no exception.  Before reading the chapters, one should read the short Introduction.  It provides historical and thoughtful information about the story and the dog.  Actual journals from crew members during the original Lewis and Clark expedition documented events about Lewis and his dog and are quoted at the end of each chapter which provided the author the basis upon which to write the book. 
     The story begins with the use of flashback as the main character, the dog Seaman,  is remembering the past with Lewis, a time in his life in which he is most happiest- being in the wilderness alongside Lewis (pg. 2).  Then the story starts with the chronological account of where and when Seaman and Lewis meet.  From there the author uses many examples of  imagery and sensory details to show what the dog sees, hears, feels, smells, and touches.  On page 8, Seaman says, "I could hear it in their voices."  Again on page 9 he says, "There were animals I had not seen before.  Smells I had not smelled.  My skin tingled with excitement" (Referring to the squirrels he was about to catch and later eat).  Toward the end of the story, Seaman gets kidnapped by a group of Indians and he states, "I felt the tension in their bodies...."  "The Indians whispered nervously."  "The smell of beaver was strong...." The use of imagery works well in this book because dogs have heightened senses in real life.  It seems natural for a dog to account what he sees, hears, feels and smells during his encounters though the wilderness.
     This book would be a good companion for a fifth grade social studies unit about Westward Expansion and the Louisiana Purchase.  It correlates with the following National Council for the Social Studies Content Standards:

• Era 4 -Expansion and Reform (1801-1861)
• Standard 1A -Demonstrate understanding of the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.
• Standard 1C -Demonstrate understanding of the ideology of Manifest Destiny, the nation's expansion to the Northwest, and the Mexican-American War.

Big Question:  Lewis and Seaman have a special bond and "fit together," as the story says.   How do you and your pet (or special friend) "fit together"?

Book Reflections II (Week: May 21-25)

Raschka, C. (1993).  Yo! Yes?.  New York:  Orchard Books.



Age Level:  5-8, Grade:  K-3

Genre:  Yo! Yes? is a picture book because it contains pictures/illustrations on all pages.  The words and illustrations add to the overall message of the text.

Summary:Yo! Yes? is a story about two children that meet and begin to form a friendship.

Reflection:
     This is a simple story of only two characters and approximately thirty words used in the story.  Because of the limited words used in the story, the illustrations including the font are crucial to developing the story.  The two characters appear lonely because they are the only image on the page.  There is no background or other objects, so the emphasis is only on the two boys.  The facial expressions on the characters' faces show their emotion.  For example, on page 10, the child does not look  at the other boy when asked, "What's up?" indicating his shyness.  The illustrator uses a charcoal pencil for the outline and watercolor for the rest of the image.  This use of texture along with the cartoon style of drawing gives the impression of youth and innocence, almost as if a child created the pictures.    I also noticed the font as being large and with an exclamation point when the bold character is trying to talk to the shy character.  The timid character's font is small in comparison to the other character, especially on page 14 when the shy character says, "No friends."  (I actually   felt sorry for him after reading that part.)
     Yo! Yes? would be a good book to use in a friendship unit. Within the unit, it could be used to point out differences and similarities or diversity within one another. One character is black and one is white.  One character is dressed in "street clothes" (sneakers, t-shirt, shorts) while the other is wearing pants and a sweater.  The language spoken seems different as well with the use of one character saying, "Yo" and the other saying "you".  After pointing out the differences a good discussion could conclude how people are alike on the inside and how friendship has no boundaries.

Big Question:  There is a new student in your classroom.  How can you be a friend to him/her? 

________________________________________________________

Fox, M. (1997).  Whoever you are.  San Diego: Hartcourt, Inc..



Age Level:  5-8, Grade:  K-3

Genre:  Whoever You Are is a picture book because it contains pictures/illustrations on all pages.  The words and illustrations add to the overall message of the text.

Summary:
Whoever You Are is a story about children from around the world all having different cultures, customs, skin tones, and homelands, but inside all share the same feelings and emotions.

Reflection:     This book is not an award winner, but it is a "Reading Rainbow Book" which to me is an accomplishment in its own right.  The illustrator, Leslie Staub, uses folkart and vibrant colors to depict children from around the world.  The illustrator also uses golden and jeweled frames on each page which gives each illustration an exotic feeling for the different countries represented in the story.  She also has, on page 10, a picture of children of different nationalities, skin tones, hair color, and clothing holding hands around the globe which has become commonplace in representing multiculturalism, peace, and equality. 
     The writer, Mem Fox, uses second person point of view to narrate the story by referring to the reader as "Little One" and the use of "you" and "they."    It is as if she is writing a letter giving words of wisdom to a child.  Mem Fox literature lends itself well to read alouds in the classroom because she uses repetitive phrases ("whoever they are," and "wherever they are" is used on pages 1-2, 13, 16, 19, 24) and patterns throughout.  After listening to the story, young children can easily determine the meaning and message of the text which is  "on the inside we are all the same." 

Big Question:  Every person has special gifts to offer.  What makes you special and unique?

Book Reflections I

Polacco, P. (1992).  Chicken sunday.  New York:  Philomel Books.



Age Level:  8-11, Grade:  3-5
Genre:  Chicken Sunday is a picture book because it contains pictures/illustrations on all pages.  The words and illustrations add to the overall message of the text.

Summary:
     Chicken Sunday is a story about a group of three young neighborhood children that want to purchase a special Easter hat for their gramma, Miss Eula.  When nearing the hat shop to peruse the Easter hat, the shop owner, Mr. Kodinski, thinks the children threw eggs at his store when actually it was a group of hoodlum children. 
     To help rectify the situation, the children make special Ukranian-painted eggs to present as a gift for Mr. Kodinski.  He enjoys them so much that he allows the kids to sell more of the eggs in his store to earn money.

Reflection:
     Patricia Polacco, author and illustrator of this book, uses folk art to depict the story set in the post World War II era in the south.  Her use of folk art helps to depict the simplicity of the characters, setting and the locale. 
     This book contains many themes throughout the story.  The main theme I noticed is empathy.  The three main characters showed empathy  toward Miss Eula by going out of their way to help purchase the Easter hat she so dearly wanted.  They displayed thoughtfulness and selflessness by putting others first.
     Another lesser theme in the story is cultural traditions.  The children made Ukranian eggs (p. 14) native to the Eastern European main character's culture.  This theme can also be seen with Mr. Kodinski on p. 15 where he discusses his appreciation of the eggs reminding him of his homeland of Russia.  In addition, on p.15 he speaks in Russian language.
     The book also has a small theme of family.  What is the definition of "family"?  Does family only mean blood relatives?   On the first page Polacco writes, "Their gramma...was my gramma now."  The main character feels as if her neighbors are like her family and treats them as such.  This book could be used to help discuss social issues such as what defines a family and the characteristics of families.

Big Question:  The main characters were wrongfully accused of "egging" the store.  What would you do if you were in their situation?

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Moss, M. (2001).  Brave Harriet: The first woman to fly the English Channel.  San Diego:  Harcourt, Inc..



Age Level:  6-9

Genre:  Brave Harriet is a picture book because it contains pictures/illustrations on all pages.  The words and illustrations add to the overall message of the text.

Summary:
     The book, Brave Harriet: The First Woman to Fly the English Channel, is about Harriet Quimby- the first American woman to get a pilot's license and the first American woman to fly solo across the English Channel.  Her successful landing on April 16, 1912 was overshadowed by the sinking of the Titanic on the same date.

Reflection:
     Our school uses Covey's The Leader In Me leadership/character building lessons.  After reading this book, I immediately thought of the leadership habit- "Begin With the End in Mind."  The main character uses determination and courage to follow her goal and dream of aviation in a time when women's roles outside the home were limited especially in the field of aviation.  Harriet would not and did not give up on her dream even when others tried to discourage her.
     The illustrator, C.F. Payne, uses page bleed on  every illustrated page and many pages use double-spread (pgs. 1-2, 3-4, 13-14, 23-24, 27-28).  Covering the entire page with illustration adds to the story's message of the vastness and openness of the sky in terms of flying and aviation.  The double spread makes the eye move from one page to the next indicating motion much like an aeroplane would do in this story.  The illustrations also play a crucial part in the story on page 26 when Harriet does the feat of finally landing in France after crossing the English Channel and no reporters take note because of the Titanic sinking simultaneously.  The only mention of the Titanic in the story is in the illustration of the newspaper headline.  Without the illustration, one might not know the significance of the date.

Big Question:  Imagine you are Harriet Quimby on April 16, 1912 after just landing in France from flying solo across the English Channel.  What would your diary entry look like on that day?  Describe in detail the thoughts and feelings of Harriet.

Introduction

Hello.  My name is Jana Harrison.  I live in West Texas (San Angelo to be exact) where I teach first grade at a charter school.  I have taught third and fourth grade in Hawaii and fourth grade in Maryland.  My husband retired from the Marine Corps last year after almost 23 years of service and we decided to move back here to my old stomping grounds and raise our two young children.  Military life has allowed us to live and travel all over the world, including places such as Spain/Europe, Australia, and Hawaii.  This is my last class at UC  and after graduation I hope to do some more traveling when I have time.
I would like to gain more insight about the joys of children's literature from taking this course.  I am also trying to get out of my comfort zone and move into the 21st century with utilizing technology for more than just Internet, Facebook, and word processing. 
Answer:  Wiki and blog
Question:  What are two things I have never done in my life?
So far, this class is forcing me to embrace my inner techie...so we shall see how it goes.  So far, so good!