In reading Ch.3, I found an avenue to process all of the information that was presented to us in Ch. 1. Having so much literature available to us as educators is so important in helping children through different stages is wonderful, but also overwhelming in discerning which literature to choose. I found the evaluations and descriptions of each part extremely helpful (and I am sure I will as I continue to learn!) In the past, I have used sort of my own evaluation system, but mainly judged on style and the subject I was teaching. I am excited to sift through some of my selections and put them through my new findings. I wonder if all teachers have a set of evaluations that they use when choosing literature for their students? Is it a good idea to standardize evaluation methods? Interesting to think about!
After reading Ch. 3, I was a little overwhelmed. There are so many ways to evaluate literature. I had never really thought much about evaluating literature in so many ways. I feel that as a teacher it would be overwhelming to consider each book in every aspect as listed. I imagine that using one or two aspects to categorize would be the only way to decide if the book or story is appropriate.
I wish that the book would have talked more about readability. I find that this is a huge factor in deciding what kind of books to choose for lessons, and centers. I was recently in a 1st grade classroom where the teacher was teaching the kids to determine if a book was along their level. She told them to pick a random page in the book and read. For every word that they didn't know to put up a finger. If they had more than 3 fingers up that book was too difficult for them. I thought this was a clever way to teach kids to monitor their own readibility.
I especially liked the evaluation critera on page 99. I copied those down, for my son to use as he reads books. It will help us generate more discussion from the books he reads.
Questions: How are teachers supposed to functionally evaluate all of the books in their classrooms (without being overwhelmed)?
Jacques said: I was a little bit overwhelmed with all of the information in Chapter 3. It also does make sense that all of this information is connected in some way. I know that from experience in the class that I have now, some of the students have a hard time dealing with trying to find the right book and also some of my students aren’t very fond of books either. The students that I have eight special needs students with mild MR disabilities as well as one who is emotional disturbed as well as autism. It is often hard to get them interested in anything to read. I have tried to bring literature in somewhat as an entertainment for them to read, and then they seem to enjoy it more than movies that they watch. Evaluating literature, I feel is often a tough job to accomplish. I don’t see how any of the teachers have time to do it myself. I do agree that we should read multicultural literature, because it’s good for students to gain respect and tolerate other cultures. At the high school level in Dodge City, Ks, we have a great deal of diversity in our school that teachers and students alike have to get used to. I also think it’s important to teach setting, mood, and them as well as theme with literature. Point of view is also good because it tells you what the background, values, and perspectives really are. I feel that literature should be accessible to students. I do agree with the book, that it’s important for the child as well as the teacher to be critical of literature. I also do like the standards as well in the book; it gives you some guidelines that even I can use in the class that I am long-term substituting in.
Reply to Jacques I know what you mean about finding the right book for the students. We are doing a reading class during our SAPP time in which I was to choose from about fifteen different books. The first book I chose for my group of 5 kids was "Exploring Plays" a short book with about 3 short plays in it. I was in theatre years ago, so I was able to tell the kids some things about being in a play. I got the kids to develop a character, find out what makes them tick, are they quiet, loud, short, tall, what age and so on. Then they were to put that into their reading. It worked very well and now we are putting those techniques into another book on “Exploring Science Fiction".
I have had literature classes in the past but this broke things down in ways I hadn't really considered. I really like the way the literary elements were brought out. Plot, conflict, characters, setting, theme, style, and point of view were all done at a level designed for children. I read books and can usually adapt to the literary elements but children's books have to take these elements into consideration for each age. Young children need a book that has simple plots, sequential time-lines, etc but an older child can tackle harder things. As a teacher, I think it is imperative to review these items and have the appropriate books. Of course, it's still important to have something to challenge a more gifted student and something to build confidence in someone who is struggling.
Jennifer asks: Is it a good idea to standardize evaluation methods? Interesting to think about!
I have very mixed feelings about standarization methods. I detest any "one size fits all" approach to something. It seems to me that the further you take the decision making ability away from the people doing the work, the harder it is for the person to effect change. However, having said that, some standards must be set so that everyone reaches certain goals.
In response to Joseph C. I agree fully! The "one size fits all" mantra has long since been done away with, but it would seem that we, as professional educators, would have to come to some conclusion on what literature we are to present to students. I am being sarcastic, but truthful in saying, so that each and every student recieves their "fair sahre". This is what I meant by "interesting to think about"! It seems that there may be no definable answer to such a question, yet it is a question that NEEDS to be answered. I appreciated your comment, at least I am not the only one feeling this way.
Chapter 3~ In reading chapter 3 I found the section of reading Multiculturalism very interested. I think when you read these types of books to children you have to be careful. It gave me many ways to pick a book so no one is offended. In the society we live in, we do have to be careful in what you read to children. It is sad that it has come to that. I’m not for sure when it all started, but people have become more sensitive to their culture. Culture should be taught in a tasteful way. I liked reading the evaluation criteria for all sections. It was very useful and I will use it when I’m going to pick out a book and after I read a book. I thought about the books I have read over the past couple of weeks. I am not a big reader, but after reading this chapter I found out why I’m not a reader. I think I was picking out the wrong books. Picking the right book is very important because if you don’t enjoy the topic then you will not get what the book is meaning. Once again Chapter 3 was very informational.
Question: Why is a choosing a cultural book so hard to do?
In reply to Ember~ Your question was a very good question. I’m not for sure if there is really a good answer. Like I said in my reflection I think today’s society is very sensitive to learning. There are many good books out there however teachers have to be careful in their choosing due to parents. I think if you are going to choose a controversial book a letter would need to be sent out to the parents to make sure they are aware of what their child will be reading. I think this would cover you. I feel the same way you do it is very stressful when you choose a book for class.
When discussing all of the parts of a story and what makes it a GOOD story, I often overlook many things. Like others, I read a book simply to have a good story. I rarely pick up a book because it has a central theme or a lesson. Of course I pay attention to the plot - that is the entire story and point of reading! I do notice, too, that when I read to my kids, i've found myself really starting to look at what kind of stories we have. I try to make lessons out of them, to relate them to their lives somehow so that they can understand not only that you can get enjoyment from a book that you can relate to, but also the fact that people are generally the same and go through a lot of the same things. I am trying very hard to get my kids to read for pleasure instead of homework and haven't quite found a way to do that yet. I truly hope that someday they will have a love of book like their mommy and daddy.
Chapter 3 gives more insight on selecting books for children. Certain parts of the chapter I could connect with more than others. I really enjoyed the “The Right Book for Each Child” section. I believe most parents understand the importance of reading to their children. This section points out that reading to your child is not only important, but so is setting the example yourself. I do not feel that it’s stressed enough to parents that kids look at each move they make and if parents are telling their children to read, it’s even more effective if the parents are reading themselves.
I like Ember’s example she gives on how the 1st grade teacher was helping students gage their own reading level by counting the number of words they did not know. One thing I have found as a parent is that books may indicate the reading level but you really have to look at the book to determine if it is a fit or not. They are not very standardized so helping students to realize their own levels of reading will help them in not getting frustrated by reading books above their level.
Overall, the chapter had a lot of information. There were a lot of great ideas on how to evaluate the books you are using in your classrooms and how to get children more engaged in evaluating the books they are reading. Since parents play such a large role in children’s excitement and success about reading does anyone have ideas on how to help parents realize their role and the importance it has on the success of their child?
VanessaC asks “Why is a choosing a cultural book so hard to do?”
I think there is just more to consider. As a teacher we need to make sure we are providing our students with a variety of books. When it comes to cultural books, we have the evaluation checklist that we have with ever other book we read, but in addition we have to evaluate whether or not it’s a good representation of the culture being presented in the book and this is where people’s opinions can sometimes get in the way or cause controversy. I know as a parent of biracial children it has always been a concern to me that my children do not have a lot of books they can read that represent their family and it bothers me. I have found in recent years that there are more books available now than there was before but they are not mainstream books that are easily accessible. I think as teachers we have to look harder and try harder to incorporate a variety of books which takes time and effort. Good books are out there, it’s more excepting the challenge to find them and bring them into our classrooms.
After reading chapter 3, it brought back memories from my former Reading classes. I remember going over these same things. I also worker for our Public Library for 4 years and pretty much had to know all of this stuff to be able to do a good job there. I had to help people find the right books based on age groups, book titles, and authors. I loved it!!
The section of the book I liked the most was when it showed the literary elements and defined what they are. There is the plot, characterization, setting, theme, style, and point of view.
I think this is great information if a person wants to write a story or book and doesn't know how to set it up. I think the chapter also helped in giving parents or teachers ideas of how to look for certain books.
As I was reading your original post, i got to thinking about my own process of selecting literature. I feel like I have always done a pretty good job at finding the right material. I think that Teachers use their own judgement in a way too. I have noticed in my child's classroom, the Teacher will usually read a book relating to what they have been learning that week. I guess that would be part of the whole lesson plan for that week.
Reply to LauraT I never realized what went into being a good librarian before. In the past, I thought all you needed was a passion for books. I knew that there was school involved, however, never really considered what the schooling would consist of. I think it is really cool that there is more to librarians than hair bun, glasses and the ability to say Shhh, 837 times a day. ;) I will remember that the next time I go to the library!
I was telling Laura how impressed I was that a librarian needed more than just a passion for books. When my sister was younger, she always had her nose in a book and our whole family felt she should be a librarian. But that passion was for learning, not necessarily reading. (At 12 years old, she got a subscription to The Wall Street Journal- Wow) Her passion for learning took her to college before she was out of high school earning Associates one year after graduating. She has sense gone into Sociology, has a PHD in Anthropology, and a few BA’s as well. –did I say she like school?- Anyway, I am in awe at the many elements within a book. As I said before, I have a book I wrote for the mentally challenged and I never consciously considered all of that, plot, characterization, setting, theme, style, and point of view. I see where it is all necessary and can see it all in the books I have read, I guess I have just never broke it down like that. -Fascinating- This chapter actually brings on a whole new respect for the many librarians as well as, authors. The question I have is; do authors consciously consider all of this when they sit down to write a story?
Finding books that are readable is vital to a childs growth. In this day and age of “AR” points it is important to have different levels of books available. My daughter had a very gifted 1st grade teacher who worked with her in kindergarten to learn to read. By the time we moved to Kansas when she was in 5th grade she was reading 2nd year college level. I can tell you there are not many books in that reading level for a 5th grader to read. She was punished for not achieving her “AR” goal because she couldn’t find any books that they would let her read. She now hates to read. This is an example of how vital it is to have a wide range of books available and to know them to help the children find books that are a match for them.
Chapter 3 took me back to some of the things I remember learning in school – setting, plot, etc. I learned the instruction side of those topics through this chapter…ideas on how to introduce these topics to children, initiate discussions and have them come to realizations on their own about a particular book.
I really appreciated the detailed information on how to pick a book that is the most beneficial to children. That has been my biggest concern, or question I guess, and this chapter has given me a lot of information to work with. The textbook again mentions in this chapter that children should first and foremost see reading as entertainment and for enjoyment and I really think that is true. If the child is not interested, I do not believe they will learn.
I think it is the teacher’s responsibility to provide a wide range of literature to their students; otherwise they will miss out on ideas, stories and/or learning that they may not have come across on their own. One example is exposing children to books involving other cultures, as discussed in the chapter. I grew up in a small Kansas town, without much exposure and therefore knowledge of other groups, cultures or ideas. Literature was the perfect way for me to learn about people that are different than I am or about countries far away from me.
One question this chapter rose for me is – what is the best way to keep personal opinion in check when choosing books for students?
Cheryl - I agree with you... I never really saw the learning aspect of nursery rhymes. I would only see the entertainment side and now I know there is so much more. All literature, no matter the form, still conforms to the same basic structure of beginning, middle and end.
Other than googling a book title, it's still hard for me to determine the appropriate age group for the books. This chapter has helped me to understand it a little bit better. Also I now know what to look for when evaluating books for children according to their reading abilities. Accessibility, readability, and interest are all very important to consider. I work at our local schools part time as a para. One of the teachers I work with, calls this choosing a "good fit" book. She has explained each of these points to the kids, so they know how to choose their own "good fit" book. She even used her daughter's shoes for an example, such as how a dress shoe wouldn't be a good fit shoe to wear when playing in the snow.
22 comments:
In reading Ch.3, I found an avenue to process all of the information that was presented to us in Ch. 1. Having so much literature available to us as educators is so important in helping children through different stages is wonderful, but also overwhelming in discerning which literature to choose. I found the evaluations and descriptions of each part extremely helpful (and I am sure I will as I continue to learn!) In the past, I have used sort of my own evaluation system, but mainly judged on style and the subject I was teaching. I am excited to sift through some of my selections and put them through my new findings. I wonder if all teachers have a set of evaluations that they use when choosing literature for their students? Is it a good idea to standardize evaluation methods? Interesting to think about!
After reading Ch. 3, I was a little overwhelmed. There are so many ways to evaluate literature. I had never really thought much about evaluating literature in so many ways. I feel that as a teacher it would be overwhelming to consider each book in every aspect as listed. I imagine that using one or two aspects to categorize would be the only way to decide if the book or story is appropriate.
I wish that the book would have talked more about readability. I find that this is a huge factor in deciding what kind of books to choose for lessons, and centers. I was recently in a 1st grade classroom where the teacher was teaching the kids to determine if a book was along their level. She told them to pick a random page in the book and read. For every word that they didn't know to put up a finger. If they had more than 3 fingers up that book was too difficult for them. I thought this was a clever way to teach kids to monitor their own readibility.
I especially liked the evaluation critera on page 99. I copied those down, for my son to use as he reads books. It will help us generate more discussion from the books he reads.
Questions: How are teachers supposed to functionally evaluate all of the books in their classrooms (without being overwhelmed)?
Jacques said: I was a little bit overwhelmed with all of the information in Chapter 3. It also does make sense that all of this information is connected in some way. I know that from experience in the class that I have now, some of the students have a hard time dealing with trying to find the right book and also some of my students aren’t very fond of books either. The students that I have eight special needs students with mild MR disabilities as well as one who is emotional disturbed as well as autism. It is often hard to get them interested in anything to read. I have tried to bring literature in somewhat as an entertainment for them to read, and then they seem to enjoy it more than movies that they watch. Evaluating literature, I feel is often a tough job to accomplish. I don’t see how any of the teachers have time to do it myself. I do agree that we should read multicultural literature, because it’s good for students to gain respect and tolerate other cultures. At the high school level in Dodge City, Ks, we have a great deal of diversity in our school that teachers and students alike have to get used to. I also think it’s important to teach setting, mood, and them as well as theme with literature. Point of view is also good because it tells you what the background, values, and perspectives really are. I feel that literature should be accessible to students. I do agree with the book, that it’s important for the child as well as the teacher to be critical of literature. I also do like the standards as well in the book; it gives you some guidelines that even I can use in the class that I am long-term substituting in.
Reply to Jacques
I know what you mean about finding the right book for the students. We are doing a reading class during our SAPP time in which I was to choose from about fifteen different books.
The first book I chose for my group of 5 kids was "Exploring Plays" a short book with about 3 short plays in it. I was in theatre years ago, so I was able to tell the kids some things about being in a play. I got the kids to develop a character, find out what makes them tick, are they quiet, loud, short, tall, what age and so on. Then they were to put that into their reading. It worked very well and now we are putting those techniques into another book on “Exploring Science Fiction".
I have had literature classes in the past but this broke things down in ways I hadn't really considered. I really like the way the literary elements were brought out. Plot, conflict, characters, setting, theme, style, and point of view were all done at a level designed for children. I read books and can usually adapt to the literary elements but children's books have to take these elements into consideration for each age. Young children need a book that has simple plots, sequential time-lines, etc but an older child can tackle harder things. As a teacher, I think it is imperative to review these items and have the appropriate books. Of course, it's still important to have something to challenge a more gifted student and something to build confidence in someone who is struggling.
Jennifer asks: Is it a good idea to standardize evaluation methods? Interesting to think about!
I have very mixed feelings about standarization methods. I detest any "one size fits all" approach to something. It seems to me that the further you take the decision making ability away from the people doing the work, the harder it is for the person to effect change. However, having said that, some standards must be set so that everyone reaches certain goals.
In response to Joseph C.
I agree fully! The "one size fits all" mantra has long since been done away with, but it would seem that we, as professional educators, would have to come to some conclusion on what literature we are to present to students. I am being sarcastic, but truthful in saying, so that each and every student recieves their "fair sahre". This is what I meant by "interesting to think about"! It seems that there may be no definable answer to such a question, yet it is a question that NEEDS to be answered.
I appreciated your comment, at least I am not the only one feeling this way.
Chapter 3~
In reading chapter 3 I found the section of reading Multiculturalism very interested. I think when you read these types of books to children you have to be careful. It gave me many ways to pick a book so no one is offended. In the society we live in, we do have to be careful in what you read to children. It is sad that it has come to that. I’m not for sure when it all started, but people have become more sensitive to their culture. Culture should be taught in a tasteful way. I liked reading the evaluation criteria for all sections. It was very useful and I will use it when I’m going to pick out a book and after I read a book. I thought about the books I have read over the past couple of weeks. I am not a big reader, but after reading this chapter I found out why I’m not a reader. I think I was picking out the wrong books. Picking the right book is very important because if you don’t enjoy the topic then you will not get what the book is meaning. Once again Chapter 3 was very informational.
Question: Why is a choosing a cultural book so hard to do?
In reply to Ember~
Your question was a very good question. I’m not for sure if there is really a good answer. Like I said in my reflection I think today’s society is very sensitive to learning. There are many good books out there however teachers have to be careful in their choosing due to parents. I think if you are going to choose a controversial book a letter would need to be sent out to the parents to make sure they are aware of what their child will be reading. I think this would cover you. I feel the same way you do it is very stressful when you choose a book for class.
When discussing all of the parts of a story and what makes it a GOOD story, I often overlook many things. Like others, I read a book simply to have a good story. I rarely pick up a book because it has a central theme or a lesson. Of course I pay attention to the plot - that is the entire story and point of reading!
I do notice, too, that when I read to my kids, i've found myself really starting to look at what kind of stories we have. I try to make lessons out of them, to relate them to their lives somehow so that they can understand not only that you can get enjoyment from a book that you can relate to, but also the fact that people are generally the same and go through a lot of the same things. I am trying very hard to get my kids to read for pleasure instead of homework and haven't quite found a way to do that yet. I truly hope that someday they will have a love of book like their mommy and daddy.
Chapter 3 gives more insight on selecting books for children. Certain parts of the chapter I could connect with more than others. I really enjoyed the “The Right Book for Each Child” section. I believe most parents understand the importance of reading to their children. This section points out that reading to your child is not only important, but so is setting the example yourself. I do not feel that it’s stressed enough to parents that kids look at each move they make and if parents are telling their children to read, it’s even more effective if the parents are reading themselves.
I like Ember’s example she gives on how the 1st grade teacher was helping students gage their own reading level by counting the number of words they did not know. One thing I have found as a parent is that books may indicate the reading level but you really have to look at the book to determine if it is a fit or not. They are not very standardized so helping students to realize their own levels of reading will help them in not getting frustrated by reading books above their level.
Overall, the chapter had a lot of information. There were a lot of great ideas on how to evaluate the books you are using in your classrooms and how to get children more engaged in evaluating the books they are reading. Since parents play such a large role in children’s excitement and success about reading does anyone have ideas on how to help parents realize their role and the importance it has on the success of their child?
VanessaC asks “Why is a choosing a cultural book so hard to do?”
I think there is just more to consider. As a teacher we need to make sure we are providing our students with a variety of books. When it comes to cultural books, we have the evaluation checklist that we have with ever other book we read, but in addition we have to evaluate whether or not it’s a good representation of the culture being presented in the book and this is where people’s opinions can sometimes get in the way or cause controversy. I know as a parent of biracial children it has always been a concern to me that my children do not have a lot of books they can read that represent their family and it bothers me. I have found in recent years that there are more books available now than there was before but they are not mainstream books that are easily accessible. I think as teachers we have to look harder and try harder to incorporate a variety of books which takes time and effort. Good books are out there, it’s more excepting the challenge to find them and bring them into our classrooms.
After reading chapter 3, it brought back memories from my former Reading classes. I remember going over these same things. I also worker for our Public Library for 4 years and pretty much had to know all of this stuff to be able to do a good job there. I had to help people find the right books based on age groups, book titles, and authors. I loved it!!
The section of the book I liked the most was when it showed the literary elements and defined what they are. There is the plot, characterization, setting, theme, style, and point of view.
I think this is great information if a person wants to write a story or book and doesn't know how to set it up. I think the chapter also helped in giving parents or teachers ideas of how to look for certain books.
Response to Jennifers:
As I was reading your original post, i got to thinking about my own process of selecting literature. I feel like I have always done a pretty good job at finding the right material. I think that Teachers use their own judgement in a way too. I have noticed in my child's classroom, the Teacher will usually read a book relating to what they have been learning that week. I guess that would be part of the whole lesson plan for that week.
Response to Laura T.
I've always wanted to write a book and thought the same thing. There was so much great info about how to set it up and what you should avoid.
Reply to LauraT
I never realized what went into being a good librarian before. In the past, I thought all you needed was a passion for books. I knew that there was school involved, however, never really considered what the schooling would consist of.
I think it is really cool that there is more to librarians than hair bun, glasses and the ability to say Shhh, 837 times a day. ;) I will remember that the next time I go to the library!
I was telling Laura how impressed I was that a librarian needed more than just a passion for books. When my sister was younger, she always had her nose in a book and our whole family felt she should be a librarian. But that passion was for learning, not necessarily reading. (At 12 years old, she got a subscription to The Wall Street Journal- Wow) Her passion for learning took her to college before she was out of high school earning Associates one year after graduating. She has sense gone into Sociology, has a PHD in Anthropology, and a few BA’s as well. –did I say she like school?-
Anyway, I am in awe at the many elements within a book. As I said before, I have a book I wrote for the mentally challenged and I never consciously considered all of that, plot, characterization, setting, theme, style, and point of view. I see where it is all necessary and can see it all in the books I have read, I guess I have just never broke it down like that. -Fascinating-
This chapter actually brings on a whole new respect for the many librarians as well as, authors. The question I have is; do authors consciously consider all of this when they sit down to write a story?
Finding books that are readable is vital to a childs growth. In this day and age of “AR” points it is important to have different levels of books available. My daughter had a very gifted 1st grade teacher who worked with her in kindergarten to learn to read. By the time we moved to Kansas when she was in 5th grade she was reading 2nd year college level. I can tell you there are not many books in that reading level for a 5th grader to read. She was punished for not achieving her “AR” goal because she couldn’t find any books that they would let her read. She now hates to read. This is an example of how vital it is to have a wide range of books available and to know them to help the children find books that are a match for them.
Chapter 3 took me back to some of the things I remember learning in school – setting, plot, etc. I learned the instruction side of those topics through this chapter…ideas on how to introduce these topics to children, initiate discussions and have them come to realizations on their own about a particular book.
I really appreciated the detailed information on how to pick a book that is the most beneficial to children. That has been my biggest concern, or question I guess, and this chapter has given me a lot of information to work with. The textbook again mentions in this chapter that children should first and foremost see reading as entertainment and for enjoyment and I really think that is true. If the child is not interested, I do not believe they will learn.
I think it is the teacher’s responsibility to provide a wide range of literature to their students; otherwise they will miss out on ideas, stories and/or learning that they may not have come across on their own. One example is exposing children to books involving other cultures, as discussed in the chapter. I grew up in a small Kansas town, without much exposure and therefore knowledge of other groups, cultures or ideas. Literature was the perfect way for me to learn about people that are different than I am or about countries far away from me.
One question this chapter rose for me is – what is the best way to keep personal opinion in check when choosing books for students?
Cheryl - I agree with you... I never really saw the learning aspect of nursery rhymes. I would only see the entertainment side and now I know there is so much more. All literature, no matter the form, still conforms to the same basic structure of beginning, middle and end.
Other than googling a book title, it's still hard for me to determine the appropriate age group for the books. This chapter has helped me to understand it a little bit better. Also I now know what to look for when evaluating books for children according to their reading abilities. Accessibility, readability, and interest are all very important to consider. I work at our local schools part time as a para. One of the teachers I work with, calls this choosing a "good fit" book. She has explained each of these points to the kids, so they know how to choose their own "good fit" book. She even used her daughter's shoes for an example, such as how a dress shoe wouldn't be a good fit shoe to wear when playing in the snow.
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