EDUC 315-RES
My Investigative Journal, Part 1
Responses by: Makayla Crowder
You will keep an investigative journal on our topics of study in this class. Primary
sources of information are in-class discussion/activities and your Galda textbook. This
assignment, My Investigative Journal Part 1 includes Chapters 1-4, 12, and 5 in the
order of course content.
Include the provided Table of Contents, organizational structure, and items. Hover to
the left of each chapter title and click on the triangle to expand/collapse each chapter’s
content. Responses not directly from Powerpoint slides are to be in your own words.
TABLE OF CONTENTS
Chapter 1: Children’s and Adolescent Literature
1-1 B. Benefits of Literature
In this section, you read about benefits of literature. List 1 personal and 1 educational
benefit of literature that stands out to you as a future teacher.
Personal Benefit Educational Benefit
Helps us develop personal values and
better understand self and others.
Contributes to language and literacy
development.
1-1 Defining Literature for Children and Adolescents
A. Galda (2017) defines Literature for Children and Adolescents simply as books
written for children and adolescents and includes books that children and
adolescents enjoy and have made their own (p. 7).
B. Galda (2017) also emphasizes differences in maturity and individual preferences
(p. 7). After the title of a book, the general age range is shown in parentheses as
follows:
N = Nursery (Birth – Age 5)
P = Primary (5-8)
I = Intermediate (8-12)
A = Advanced (Ages 12-18)
C. List 2 examples of the “print rich”
environment Eve Bunting
experienced as a child.
1. Her dad consistently read to her and had
books around her in her environment.
2. Her dad developed her comprehension
by stopping and asking comprehension
questions.
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D. Discuss 2 ideas for offering a
“print rich” environment or exposing
students to quality C&A literature.
1. Have a classroom library
2. Use of charts, posters, and anchor
charts – communicating with school
librarian to pull books on subjects your
talking about at the time.
1-2 A Brief History of Literature for Children and Adolescents
A. In class, we discussed a major shift in the focus of literature represented here as
THEN versus NOW. For each category, give examples of this shift (4 bullets for each).
THEN NOW
Categories Examples from 1800s/McGuffy
Reader:
Examples from current
day/Matilda
Description 2. Instructive purpose.
Teaching of
virtues/manners/behavior was
intertwined with academic
education. Didactic – “tell.”
Critics would call “preachy.”
2. In addition to academic,
purpose also is entertainment.
Often told from child’s
perspective; children often
outsmart adults. Show, don’t tell.
Conclusions are made indirectly
by observing behaviors.
Availability
of books
1. Limited 1. Access in both print and
digital formats
Purpose of
books
2. Instructive 2. Entertainment
Message
(Direct or
indirect?)
3. Directly telling and teaching
virtues, manners, and behavior
3. Message is less direct, shown
rather than told
Adult-child
relationship
4. Children need to be seen
rather than heard. Emphasis
on obedience
4. Child can often outsmart
adults and books from child’s
perspective
B. From class discussion, note 3 historical events you consider most important to the
publication and increased circulation of books for children and adolescents.
1. 1919 – Macmillan opens a children’s publishing division
2. 1920s-1930s Modern picture books develop
3. 1940s-1960s Children’s libraries open
1-3 Categorizing Children’s Literature for the 21st Century
A. One of the most basic distinctions in literature for children is between fiction
(narratives) and nonfiction (non-narratives) (Galda, 2018, p. 11).
B. Another basic distinction is between a) narrative and b) nonnarrative poetic and c)
expository writing (Galda, 2018, p. 11).
C. Genres are types of writing. Galda defines 8 of them on page 13. We will study
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these genres extensively throughout this course. Be sure to learn their brief
descriptions. To reinforce an understanding of distinctions among genres, complete
this matching activity:
_F_ 1. Nonfiction
Informational
a. An account of a person’s life, or part of a life history by
someone else or the person him- or herself.
_A_ 2. Biography and
Memoir
b. Stories could happen in the real world; characters seem real;
current setting.
_E_ 3. Folklore c. Condensed language, expression of imaginative thoughts and
perceptions, often containing rhythm and other devices of
sound, imagery, figurative language.
_G_ 4. Fantasy d. Based on extending physical laws and scientific principles to
their logical outcomes, usually futuristic.
_D_ 5. Science
Fiction
e. Traditional stories, myths, legends, nursery rhymes, and songs
from the past. Oral tradition: no known author.
_B_ 6. Contemporary
Realistic Fiction
f. Purpose is to explain, describe, or inform about a subject or
concept using facts about the real world.
_H_ 7. Historical
Fiction
g. Stories set in places that do not exist, about people and
creatures that could not exist or events that could not happen.
_C_ 8. Poetry and
Verse
h. Stories reconstruct life in the past, using realistic actual or
fictional characters, events, and historical setting.
D. True or False? If false, correct the statement to make it true.
__F__ 1. Picturebooks is the name of a specific genre format.
__F__ 2. Graphic Novels is a popular genre format for children and adolescents.
E. Reading Interest Inventory
Genres I like to read: (highlight as many as you like)
oNonfiction
Informational
oBiographies &
Memoirs
oFolklore oFantasy & Sci
Fiction
oRealistic Fiction oHistorical Fiction oPoetry & Songs oOther
A genre-specific learning goal for this course is…
I hope to become more familiar with the different genres and become more
interested in genres that I may not normally be interested in!
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1-4 Selecting and Using Literature for Children and Adolescents
Throughout this course, an emphasis will be placed on selecting quality books for
children and adolescents.
A. List 3 review journals that we discussed in class as having merit.
1. Booklist
2. Horn Book
3. School Library Journal
B. For each book award, fill-in the definitions, offer a memorable book title. Include the
year the book received the award. See Galda, Appendix A.
Award Definition including Recipients Sample Book Title/
Year Awarded
Newbery
(p. 395)
Given to the most deserving children’s
book published in the preceding year.
(distinguished contribution to children’s
lit)
The Trumpeter of Krakow
by Eric P. Kelley – 1929
Caldecott
(p. 402)
Given to authors and illustrators of
outstanding picture books published in
the preceding year.
Jumanji by Chris Van
Allsburg – 1982
Coretta Scott
King (p. 408)
Given to outstanding children’s books by
African-American authors.
Forged by Fire by Sharon
M. Draper - 1998
Pura Belpre
(p. 413)
Given to outstanding children’s books by
Latino/Latina authors.
Before We Were Free by
Julia Alvarez – 2004
Robert F.
Sibert (p. 416)
Given to authors of outstanding
nonfiction children’s books.
Balloons over Broadway:
The True Story of the
puppeteer of Macy’s
Parade by Melissa
Sweet – 2012
Michael L.
Printz (p. 416)
Given to outstanding Young Adult
literature.
Looking for Alaska by
John Green – 2006
Triple Crown
(Class PPT)
Given to authors of outstanding
wholesome children’s books.
A Fine, Fine School by
Sharon Creech,
Illustrated by Harry Bliss
– 2003-2004
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Chapter 2: Literature in the Lives of Young Readers
2-1 A Transactional View of Reading Literature
A. What is a transactional view of reading literature? Include the meaning of T + R = P and T +
R (+C) = P.
Galda says, “At a time when it was assumed that the reader’s role was to passively
receive a meaning from a text, she (Rosenblatt) stressed the idea of the reader actively
making meaning by engaging in a transaction with the text, bringing background,
interests, and purposes to bear.”
Louise Rosenblatt’s Reader-Response Theory (Transactional Theory):
- Readers – not passive spectators, active performers with the text
- “Transaction” between reader and text – heart of literacy and literature
instruction
- T = text, R = reader, P = poem (meaning), C = context
- T + R = P – Rosenblatt’s theory – reader’s personal feelings, knowledge, and
experience transacts, with author’s text, to create meaning for the reader,
referred to in her writing as “the poem”
- T + R (+ C) = P – as theorists continued to work with Rosenblatt’s theory,
influence of context (reader’s environment and social community) also were
considered as contributors to meaning
Criticism of Reader-Response/Transactional Theory:
- Rosenblatt: R + T = P; Other Transactional Theorists: R + T (+ C) = P
- Text as independent source of meaning
- Truth of text is internal
- Including reader in meaning-making process: “akin to admitting that the
meaning of the text is anything the reader makes of it”
Other Influences on Response to Literature:
- Level of Involvement in the Reading Experience
- Background experiences
- Understanding of the genre
- Interest in Subject
- Choice
- Culture
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- Text difficulty
2-2 Readers
A. Note how children responded to the read aloud of Koala Lou by Mem Fox (2-3 bullets).
They emotionally responded to what was happening by laughing/giggling and
cheering, and they enthusiastically repeated phrases that were repeated throughout
the book.
2-3 Texts
Text quality is important. In section 2-3a Galda et al (2017) emphasize the importance of
building a diverse book collection, because “it is vital that young readers have the opportunity to
see both themselves [a mirror] and others different from themselves [a window] in the books
they encounter” (p. 52).
B. In Section 2-3b, Galda at al (2017) emphasize the importance of discovering ideology, or
assumptions in a text. As a future teacher, how is ideology important for you to consider
when selecting and teaching with books? Offer an example.
Ideology:
- Assumptions in a text
- Readers are called to move “Beyond the personal to consider the social and
political dimensions of reading and responding” to text
- As teachers, we want to help students develop a critical response as they read
- “What are some possible ways to interpret this text?”
- “How do your own experiences and beliefs influence these interpretations?”
2-4 Contexts
A. As a future teacher, how could you apply this topic to teach values and character education?
Goal of a response-centered classroom: create life-long readers
How to engage readers in responses:
- Offer consistent, multiple opportunities
- Appreciate differences
-Offer ways to explore and share diverse responses
- Provide time and encouragement
Ch2 More Notes and Ideas
Censorship: the attempt to deny others the right to reader something the censor thinks
is offensive
Selection: process of choosing appropriate materials for readers according to literary
and educational judgments
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Chapter 3: Picturebooks as Visual Art
3-1 Distinguish the picturebook from other formats of literature.
True or False? Correct false statements.
_F_ 1. Picturebooks are classified by genre format and are written in a variety of formats
genres.
_F_ 2. With picturebooks, the story is told through text; the and illustrations are secondary.
_T_ 3. Picturebooks can engage a wide range of ages, from babies to adults.
_T_ 4. Pictorial information can guide a child’s response to verbal information.
3-2 Understand the evolution of the picturebook to its current format.
In the 1870s and 1880s, Randolph Caldecott invented picturebooks in their current form.
In 1938, the Caldecott medal was established.
In the 1950s and 1960s, children of color and diverse cultures began to emerge, but in
stereotypical roles.
Advances in color reproduction techniques led to publication of post-modern picturebooks and
graphic novels, which began receiving awards in 1989+.
3-3 Consider quality in picturebook art.
Quality illustrations…
are artistically excellent,
relate to the text in a meaningful way,
establish mood, setting, characters, and theme in picture storybooks,
are accurate and organized appropriately in nonfiction,
enhance the emotional impact of poetry.
Medium, technique, and style are appropriate to the text.
Design elements work to enhance meaning in both individual illustrations and across the
book as a whole.
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3-4 Recognize artistic tools used in picturebook illustrations and how these relate to the
development of meaning.
Tools Fill-in-the-blank
Line
1. Horizontal lines suggest calmness and stability.
2. Vertical lines suggest height and distance.
3. Zigzagging lines suggest action, excitement, and rapid movement.
4. Curves and circular lines suggest warmth, coziness, and security.
5. Given illustrations from Madeline and The Tale of Peter Rabbit, discuss the
contrasting implications related to the element of line. Madeline used lines that
suggested action and rapid movement whereas The Tale of Peter Rabbit
used circular lines to suggest warmth and coziness.
Color
1. Hue is the classification of color.
2. Value is the degree of lightness or darkness of color.
3. 100% is a pure color that is fully saturated with color.
4. Given 2 illustrations from When Sophie Gets Angry---Really, Really Angry,
discuss the contrasting “feel” related to the element of color (warm vs. cool
colors). Warm colors (red, yellow, orange) appear when Sophie first
becomes angry depicting her strong emotions of anger, frustration, and
passion. Cool colors (blue, green, purple) appear when Sophie calms down
throughout the book depicting her emotions becoming softer and the
feelings of calmness, relaxation, peace, and resolution.
5. Given illustrations from Goodnight Moon and Mr. Gumpy’s Outing, discuss the
contrasting implications related to the element of color (value, intensity).
Goodnight Moon contains predominately soft, muted colors with low
intensity colors while Mr. Grumpy’s Outing features more vibrant, bold, and
high intensity colors.
6. Warm Color Hues: often suggest excitement, warmth, happiness, but red
can also signify anger, danger or boldness and yellow can signify
cowardice or cheerfulness.
7. Cool Color Hues: often suggest calm or quiet, but blue can signify peace
and melancholy and green can signify
Shape
1. Shape is an enclosed area defined and determined by other elements.
2. Lack of open space on a page can contribute to a claustrophobic or uneasy
feeling or perhaps confusion or chaos.
3. Generous use of space can suggest quiet serenity, but could also imply
emptiness, loneliness, or isolation.
4. Space also can create the illusion of distance.
5. Given illustrations from Millions of Cats and Madeline, discuss the contrasting
implications related to the element of shape. Madeline presents a very cozy
feeling with circular shapes, but Millions of Cats presents a chaotic feeling
with very little open space.
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Texture
1. Texture is the surface quality or “feel” of a picture. It gives a flat surface
characteristics of a 3-dimensional surface.
2. Achieved through skillful use of medium – paint layers, brush strokes,
pencil marks, etc.
3. Textual effects generally contribute to a greater sense of reality.
4. In the George Shrinks illustration, how does texture contribute to a greater sense
of reality? There’s nothing flat and we can feel/see real textures of the wall,
baseboards, carpet, his hair, etc.
5. Less realistic styles often make use of texture to enrich visual experience and to
stimulate viewer imagination.
6. In the Where the Wild Things Are illustration, how does texture contribute to the
visual experience and stimulate viewer imagination? Giving the monsters “life”
through texture.
Design
1. Design is the composition of the artwork to achieve unity or a meaningful whole.
2. Having a foreground, middle ground, and background creates DEPTH.
3. Use of positive and negative space also can call attention to the object in the
foreground.
4. In the No, David! illustrations, explain how design creates depth or calls attention
to the object in the foreground. There’s a lot of negative, empty space around
the character that brings the attention to the main character.
Medium
1. Medium is the artistic material used in the production of a work.
2. Examples include watercolor, oils, acrylics, ink, pencil, charcoal, pastels, or any
tool (artistic material) artists employ.
3. Which medium is used in We’re Going on a Bear Hunt? Watercolor – pale &
pastel
4. Which medium is used in Snowflake Bentley? Woodcuts of snowflakes
Technique
1. The technique is how the illustrator uses the medium.
2. Examples of technique might be collage/montage, stone lithography, or
photography.
3. Which technique is used in foreground of The Stinky Cheese Man illustration?
The collage technique. In the background of the same ]ustration a digital
technique is used.
3-5 Recognize major styles of visual art used in picturebook illustrations and how they
relate to meaning.
Styles Description Example
Representational
1. Portrays the world with attention to lifelike
detail. Usually artists strive for approximate
reality.
2. Suited for illustrating realistic stories with
serious content or themes.
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Surrealistic
1. Presents incongruous dream and fantasy
images. The most famous is Dali.
2. Often presents
3. Is an intellectual response to a subject.
4. Suited to strange, unrealistic, or humorous
stories.
Impressionistic
1. Depicts natural appearances of objects by
giving visual impressions with an emphasis
on light.
2. Color and the use of light are the most
distinctive feature of this style.
3. The most influential are Monet and
Cezanne.
4. Effect is dreamlike, sometimes romantic, or
magical.
5. Can evoke a quiet, thoughtful mood.
Folk/Native
Art
1. Often associated with a specific cultural or
social group…
2. Usually decorative in nature.
3. The preferred style for illustrating folktales.
Outline Style
1. Emphasizes lines and reduces features to
simplified shapes.
2. An example is cartoon art. Exaggerates in
2-dimensions to create caricature.
3. Suitable for light and humorous themes.
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by Unknown Author is licensed under
by Unknown Author is licensed
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EDUC 315-RES
Chapter 4: Picturebooks across Genres
4-1 Considering Quality in Picturebooks Across Genres
A. Considering Quality in Picture Storybooks
Book Title/Author(s)/Illustrator(s) “The Berenstain Bears Visit the Dentist” by Stan &
Jan Berenstain
Rater(s): Makayla Crowder
Directions: In pairs, review your book, looking for quality indicators. Rank your book from 1-5
based on your level of agreement with each quality indicator and record an example for each.
Add your points to arrive at a total quality score.
QUALITY
INDICATORS
1
Strongly
Disagree
2
Disagre
e
3
Neutral
4
Agree
5
Strongly
Agree
POINTS
ALL PICTUREBOOKS
LANGUAGE. Language is rich,
with interesting words used in
interesting ways.
o o o o o 5
Explain: I thought it was very interesting that the author changed some
words starting with “s” to start with “th” since the sister had a loose
tooth. It made it very realistic and I have never seen that done before in a
book!
ILLUSTRATIONS. Illustrations
are artistically excellent.
o o o o o 5
Explain: All of the illustrations in this book are very realistic and are great
representations of things found in the dentist’s office!
DESIGN. Design of book and
within individual illustrations
expands the visual appeal and
does not inhibit understanding
of the content.
o o o o o 5
Explain: I think the design of the book helps the understanding of the
content rather than inhibiting it! The design of the book goes along very
well with the text in every way!
PICTURE STORYBOOKS
Text and illustrations establish
mood, setting, characters, and
theme of the story.
o o o o o 5
Explain: Each character is mentioned and illustrated throughout the
book, as well as the setting, and the mood is illustrated through the facial
expressions of the characters!
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Illustrations expand on the
story appropriately, reflecting
and extending the text.
o o o o o 5
Explain: The illustrations show facial expressions of characters and
realistically depict what happens at the dentist and the tools used!
TOTAL POINTS 25/25
B. Considering Quality in Nonfiction Picturebooks
Book Title/Author _____________________________ Raters: ____________________
Directions: In pairs, review your book, looking for quality indicators. Rank your book from 1-5
based on your level of agreement with each quality indicator and record an example for each.
Add your points to arrive at a total quality score.
QUALITY
INDICATORS
1
Strongly
Disagree
2
Disagree
3
Neutral
4
Agree
5
Strongly
Agree
POINTS
ALL PICTUREBOOKS
LANGUAGE. Language is
rich, with interesting words
used in interesting ways.
o o o o o
Explain:
ILLUSTRATIONS. Illustrations
are artistically excellent.
o o o o o
Explain:
DESIGN. Design of book and
within individual illustrations
expands the visual appeal and
does not inhibit understanding
of the content.
o o o o o
Explain:
NONFICTION PICTUREBOOKS
Text and illustrations are
accurate.
o o o o o
Explain:
Text and illustrations are
organized in an appropriate
manner and are attractive as
well as informative.
o o o o o
Explain:
TOTAL POINTS ___/25
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C. Considering Quality in Poetry and Song
Book Title/Author _____________________________ Raters: ____________________
Directions: In pairs, review your book, looking for quality indicators. Rank your book from 1-5
based on your level of agreement with each quality indicator and record an example for each.
Add your points to arrive at a total quality score.
QUALITY
INDICATORS
1
Strongly
Disagree
2
Disagree
3
Neutral
4
Agree
5
Strongly
Agree
POINTS
ALL PICTUREBOOKS
LANGUAGE. Language is
rich, with interesting words
used in interesting ways.
o o o o o
Explain:
ILLUSTRATIONS. Illustrations
are artistically excellent.
o o o o o
Explain:
DESIGN. Design of book and
within individual illustrations
expands the visual appeal and
does not inhibit understanding
of the content.
o o o o o
Explain:
PICTUREBOOKS OF POETRY AND SONG
Language is lyrical. o o o o o
Explain:
Illustrations enhance the
feeling generated by the text.
o o o o o
Explain:
Single-poem picturebooks have excellent alignment between lines or stanzas
and the page turns for the purposes of reading fluency and comprehension as
well as the emotional impact of the poem.
Explain:
Poetry collections have a unifying theme present in the illustrations, in
individual poems, and across the collection of poetry.
Explain:
TOTAL POINTS ___/30
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4-2 Narratives in Word and Image
Narrative
Elements
Book Example Word Image
Setting Nana in the City “Apartment”,
“city”
The taxi, the sign, the
subway, a lot of
people, bus, graffiti,
food cart, homeless
person, beggar, dogs
on leashes,
Characterization What Do You Do
with an Idea?
Personification Child, idea character
(looked like an egg) –
change in color, idea
got bigger
Plot Sam and Dave
Dig a Hole
Theme Nana in the City
Style Ol’ Clip-Clop Creates mood Should be congruent
with text
4-3 Picturebooks of Poetry and Song
How can picturebooks contribute to poetry and song?
The illustrations in picture books can inspire poetic language and imagery.
4-4 Nonfiction Picturebooks
Define the different types of nonfiction picturebooks, offer an example of a book and
explain why it is this type.
Types Book Title/How do you know it is this type?
Concept Books “simple nonfiction books” about a particular concept” –
“Cubes, Cones, Cylinders, & Spheres” by Tana Hoban &
“While You are Sleeping: A Lift-the-Flap Book About
Time Around the World” by Durga Bernhard
Nonfiction
Picturebooks
“concept books that seek to present a particular concept
in a way that young readers can understand,
informational books that provide readers with knowledge
about a particular topic, and biographies based on
factual information about a subject” – “Just a Second”
by Steve Jenkins & “Surprising Sharks” by Nicola
Davies
Picturebook
Biographies
“Little Melba and Her Big Trombone” by Katheryn
Russell-Brown
Alphabet and Number Types of concept books are focused on teaching the
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Books alphabet and/or numbers – “Alphabet City” by Stephen
T. Johnson & “Ten, Nine, Eight” by Molly Banh
4-5 Unique Formats
Formats Book Title/How do you know it is this format?
Board Books and
Participation Books
Board books – often 6-12 pages in length, typically made
of sturdy cardboard’ “My First Word”
Participation books – provide concrete visual and tactile
materials for children to explore; “Pat the Bunny” by
Dorothy Kunhardt – children can look in a mirror, play
peek-a-boo, and feel scratchy sandpaper
Predictable or
Patterned Books
Have a predictable or repetitive pattern; familiar
concepts, songs, or sequences; structured using strong
language patterns (repeated phrases, rhyme, rhythm) –
“Brown Bear” by Bill Martin Jr/Eric Carle
Beginning-to-Read
Books
Books with limited vocabulary made for children who
have just become independent readers can enjoy on
their own; controlled vocabular, generally simple
sentences; quality indicators: strong characterization,
worthy themes, engaging plots, illustrations depict
characters and actions in ways that reflect and extend
the text – “Henry and Mudge” by Cynthia Rylant
Books with Varied
Formats (Postmodern
Picturebooks, Picturebook
apps)
A variety of techniques are used to produce these books
– “Chester” by Melanie Watt (Chester); “Open This Little
Book”
4-6 Understand how to help young readers explore the art of picturebooks.
1. Review Teaching Ideas from 4.2 and from class discussion. List 1 teaching idea that
appeals to you.
2. Record a 2nd teaching idea you like that you received from a classmate.
3. Record a 3rd teaching idea you like that you received from another classmate.
1. To teach colors, numbers, animals, the alphabet, etc.
2. To introduce the idea of cultures and build their understanding of the world that
they may not see outside of a book
3. To explore new vocabulary
4. As a future teacher, how could you apply this topic to teach values and character
education?
As a future teacher, I could apply the art of picturebooks to teach values and
character education by choosing appropriate books that align with the values
and characters we are studying, doing interactive read-alouds, modeling
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behvaior, analyzing characters, and reflection activities.
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Chapter 12: Children’s Literature in the Classroom
12-1 Understand how children’s literature is a central part of the K–8 classroom.
A. If we as teachers are to accomplish these response-centered goals, what do we observe in
the classroom?
Classroom Goal Statements An example of what this could look like
in my classroom…
Concentrate on readers’ response and
encouraging diversity and connections.
Build on engagement, developing children’s
awareness of how literature works.
Give children opportunity to learn about
themselves and their world through books,
to learn through language.
12-2 Consider reading aloud as a cornerstone of your instruction.
A. List 2 benefits of reading aloud that stand out to you.
1.
2.
A. Observe teachers conducting a read aloud. Note specific examples of each teacher’s use of
expression during the read aloud.
Use of Expression
Read Aloud #1: Book Title _________________
1.
2.
3.
Read Aloud #2: Book Title _________________
1.
2.
3.
B. Read Aloud Practice with and without support of highlighting:
1. Attending to Reading Signals (highlighted in red);
2. Using Different Voices for Different Characters (highlighted according to answer key)
How the Chick Tricked the Fox by Nell Kirby
Key: Chick Fox Narrator
One day, a chick got away from its mother, and the fox got it!
The fox licked his lips.
“Stop!” said the chick. “If you don’t eat me, you can make three wishes.”
“Three wishes?” said the fox.
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“Three wishes,” said the chick.
The fox licked his lips.
“Chicken!” said the fox. “I wish for chicken! A big dish of chicken.”
“That’s one wish,” said the chick. “What’s your next wish?”
The fox licked his lips.
“Fish!” said the fox. “I wish for fish! A big dish of fish!”
“That’s two wishes,” said the chick. “What’s your next wish?”
The fox licked his lips.
“Corn!” said the fox. “I wish for corn!”
“That’s three wishes,” said the chick. “Now let me go!”
The fox did. And the chick ran home.
“Stop!” said the fox. “What about my three wishes?”
“You made three wishes,” said the chick. “I never said they would some true!”
And that is how the chick tricked the fox.
12-3 Understand the importance of literature discussion and using a dialogic
stance.
A. List 2 benefits of literature discussion that stand out to you.
1.
2.
B. Observe a teacher conducting read aloud. Note examples of this teacher’s use of closed
versus open-ended questions during the read aloud.
Read Aloud #3 Closed Questions Open-Ended Questions
Before
During
After
B. Record examples of how you plan to open questions when using a dialogic stance
during a read aloud, then try it with a classmate when conducting a read aloud.
Question Openers Example
1. Use a dialogic “third turn.” 1st:
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2nd:
3rd:
2. Attend to “inner-animation”
of ideas consistently over
time.
3. Privilege function over form.
12-4 Recognize and implement other important elements of literature-based
instruction, including those for oral language and learning connections, literature
study and writing, and for integrating and transforming the curriculum.
A. Oral language and Literature Connections. List and describe 2 examples from your
Galda text.
Examples Describe
1.
2.
B. Literature Study and Writing. List and describe 2 examples.
Examples Describe
1.
2.
C. Integrating and Transforming Larger Culture. List and describe 2 examples.
Examples Describe
1.
2.
12-5 Consider the issue of assessment in the teaching of children’s literature.
When might you use the following authentic assessments in your literature-based
classroom?
Authentic Assessment
Type
Application
Affective Assessment (i.e.,
Reading Interest Inventory)
To get to know a student’s values, beliefs, and
interests on a topic such as reading or literature.
Small Group Observation
Form or Rubric
To record a student’s progress toward goals such as
ability to read with expression or ability to ask WHY
and HOW questions.
Running Record
Self-Evaluation
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12-6 Sum up the process of selecting books for classroom use, including
understanding issues of text complexity and purpose.
A. Text Complexity
Describe an advantage (+) and disadvantage (-) of each book leveling system.
Leveling System + -
1. Fountas & Pinnell’s
Guided Reading System
2. Lexiles
B. You are a 3rd grade teacher. Student reading levels in your classroom range between 1st and
5th grade. Explain how you could select and use books of appropriate text complexity for
whole group, small group, and independent reading instruction during your upcoming unit on
Animal Habitats.
For whole group, I could… conduct a read aloud on Animal Habitats at a _____ grade
reading level. During and after reading activities include oral discussion, animal habitat
sorting, and written journal responses.
For small group, I could… select multiple-copy books on Animal Habitats at each
small group’s _____ reading level and focused on needed skills.
For independent reading, I could…
12-6b Purpose
A. Your purpose for reading a book is important to the book selection process.
Consider the following book purposes and whether you think the book is a good
selection for the particular purpose or not.
Book Purpose YES or NO? Explain.
Frog and Toad
Easy Reader
Read in whole group to expand
vocabulary.
NO. An easy reader contains
reduced vocabulary, so it will be
easier to read.
Frog and Toad
Easy Reader
Read the beginning in whole group
to hook readers (@Guided
Reading Level K) on the series.
Little Red
Riding Hood
Read in whole group to learn story
structure.
Little Red
Riding Hood
Listen to the book on tape
independently to hear a model of
expressive reading.
B. Review Teaching Idea 12.3 Response-Centered project ideas for individual books.
1. List 1 idea that appeals to you.
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2. Record a 2nd teaching idea you like that you received from a classmate.
3. Record a 3rd teaching idea you like that you received from another classmate.
1. My teaching idea is…
2. Another teaching idea is…
3. Another teaching idea is…
4. As a future teacher, how could you apply this topic to teach values and character education?
Ch12 More Notes/Ideas
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Chapter 5: Nonfiction
5-1 Define nonfiction.
True or False? If false, correct the statement.
_T_ 1. Nonfiction books are books of information or fact on any topic.
_T_ 2. Nonfiction books can have a narrative frame.
5-2 Understand how nonfiction has changed over time, particularly in the last
twenty years.
True or False? If false, correct the statement.
_F_ 1. In 1822 1922, The Story of Mankind was the first nonfiction book to win an
award.
_F_ 2. 40% 60-70% of books are nonfiction.
_T_ 3. The 1980s marks nonfiction as we know them.
_T_ 4. In 1990, the establishment of the Orbis Pictus Award for outstanding nonfiction
encouraged publication of nonfiction children’s books.
5-5 Discuss nonfiction in the classroom, including understanding the types of
nonfiction and critical reading and thinking.
A. Fill in the blanks.
1. Reading for information use is part of the scheme of the whole language system.
2. Reading for information helps students become more efficient at storing and
retrieving information.
3. Nonfiction books are available on virtually any topic and level of understanding.
4. Trade books offer excitement, enthusiasm, and deeper levels of study as
compared to textbooks.
5. Types of nonfiction include: nonfiction, informational text, and expository text.
6. Learning nonfiction requires an active response to evaluate new information,
compare sources, and make judgments.
B. List 3 ideas supporting use of nonfiction in your classroom.
1. Using expository texts to create a hands-on project/learning experience.
2. It can also connect learning to real life – allows the students to explore topics
relevant to their lives and world around them.
3. It supports cross-curricular learning – nonfiction covers a wide range of
subjects like science, history, geography, etc.
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