Curtain Call

It's been an amazing experience this semester. I am glad that I had the opportunity to discover literature that I had not explored before and learn how to utilize the new ideas in teaching. I am able to identify quality literature, interesting authors/illustrators, and have developed a classroom library as a resource. 

I am more aware of integrating multicultural books into the class. I also understand the importance of using mirror and window books. I took risks because I read across the genres, wrote responsively, investigated a variety of authors, and researched new techniques to teach reading more effectively. The special author visits were exciting because I learned about the writing process and the work behind producing a quality piece of literature.

The Reading and Literature Course truly took a social constructivist approach because there were many opportunities for us to collaborate like on the genre project, an in-class author project, and through class discussions. Using puppetry and acting in reader's theatre allowed me to express myself creatively and I can see why this type of learning appeals to so many children.

I learned from others during their book talks and author shares. I was so impressed by how motivated everyone was to share ideas and knowledge. As I acquired the new information, I constructed meaning through my blog and in participation with class forums. It was valuable to give feedback to classmates and I looked forward to learning from their responses as well. Making connections and building upon my prior knowledge has given me the confidence and skills to be the best teacher I can be.

A Book with a View - Picturebooks!

Picturebooks are a format of literature that combines storytelling and the art of illustration. The words can tell things that are not in the pictures and the pictures reveal what the words do not. The illustration are an integral part of the story and provide literary elements like setting, characterization, mood, plot, style of writing, and even theme.  Picturebooks include include these types of genres: folklore, fantasy, contemporary realistic fiction, and historical fiction.

Using picturebooks to teach can help your students develop visual literacy skills. The illustrators use many artistic elements such as line, shape, color, texture, and medium. Teachers can have students examine the title page, front and back covers, and end pages to guess a purpose for the story. The teacher can have students use their critical thinking to understand the type of mood that is created by the use of color. Guiding questions like "Why do you suppose the illustrator..." or "What do you notice about..." are starting points for valid class discussions. Invite your students to notice the techniques that are used within the picturebook. How do they add to the story?

Beautiful Blackbird by Ashley Bryan uses artistic elements for this folklore genre. The author/illustrator uses a paper collage medium. The complementary colors of red and yellow elicit excitements, warmth, and happiness. The overlapping of images creates a three-dimensional look. A rhythmic pattern enhances the storytelling and leads to a theme that beauty comes from within. The book is a winner of the Coretta Scott King Award!





Students can explore picturebook formats using technology as shown by the latest apps. One good picturebook app is Snow White and the Seven Dwarfs from http://activepanda.net/stories/snowwhite.php. The app gives prompts for directions and options include: Read and Play, Read to Me, or Read by Myself. The user has controls to stop the text with audio when desired. A kid-friendly voice with a variety of dialogue is used throughout the book and gives drama to the turning of the page. The tab to scroll scenes allows the user to go forward or backward into the story. The app is easy to navigate, includes activities such as mixing a potion in a cauldron, and even a puzzle to create!

Learning with Literature

Literature-Based Instruction:
Literacy learning begins early and continues throughout the development of a child. It is a social and cognitive process that strengthens through constant exposure to books. Literacy has its beginnings within the family's culture and communication. Positive interactions with books enrich, entertain, and allow students to participate in an emotional journey. Readers can live vicariously through the main character and can see the world through their perspective.  

Students need good literature to practice their reading skills and to build schema. They help students think about their world and their place within in. Patterned, predictable texts are best for early readers to develop the love and motivation to read.

 Wordless books are perfect for storytelling. Children who use them become more attentive to details in the pictures. Picturebooks provide opportunities to read aloud and discuss. 
Easy-to-read book help students make sense of text. Transitional chapter books help students develop good writing skills.

Books can offer collaborative opportunities and a variety of interpretations. They can stimulate "cross-talk" and support critical thinking.  They can be used across the curriculum in all subject areas. More reading leads to increased abilities and general knowledge from which to build upon. Comprehension strategies are directly linked to a child being able to read and respond to a book. Teachers can help students learn how to make connections such as text-text, text-self, and text-world. A response-centered curriculum recognizes and encourages diversity and interactions. 

Literature-based literacy includes read alouds, oral language activities, time to read, a rich choice of reading material, and a purposeful classroom. It offers students the opportunity to read, write, speak, and listen to generate meaning. Every teacher's objective should be to broaden the student's world by providing virtual experiences, enhanced language, and exposure to new information. 

Problematic Books and Mirror Texts

Times sure have changed. In the late 1800's, many schools were about conformity and philosophies supported a white culture. For example, a government-run boarding school founded by Captain Richard Henry Pratt in Carlisle, Pennsylvania in 1879, was set up to destroy traditional extended families and Native American cultures. During this time period, Native people were confined to reservations and not allowed to leave without permission from the government. Parents were forced to send their children to boarding schools. The government forced as many as 10,000 children to the Carlisle School. It made children want to deny their Native American roots and learn only the white man's ways. A white dominated society wanted people to think that American Indians were bad.

The book, My Heart Is on the Ground: The Diary of Nannie Little Rose, A Sioux Girl, written by Ann Rinaldi, is an example of a problematic book. When using historical fiction in the classroom, facts must be well-researched and accurate. This book, however, is not an example of quality literature. The author, Rinaldi, uses real names but made up the experiences to go along with their lives. It dishonors the memory of those who died during this time. The author also uses the phrase, "my heart is on the ground" in a trivial way and with little respect to the meaning behind the Cheyenne proverb. Ann Rinaldi also uses inaccuracies about the people. For example, American Horse was cousin to Red Cloud, not "Chief of the Red Cloud Sioux." She states that  most of the graduates "went on to earn a living away from the reservation" or "went on to higher education", but in actuality fewer than 10% graduated. More students ran away or died at school.

A writer of historical fiction needs to be culturally authentic. Ann Rinaldi writes that Nannie Little Rose refers to herself as Sioux. However, she would have called herself by her band, Sicangu, or by her location, Spotted Tail Agency. The novel is written in diary format, yet diaries have never been found as artifacts by the Carlisle School. The very premise of her book, therefore, is not accurate. Rinaldi also linked a rumored ghost story to explain the death of a student who was Nannie Little Rose's friend, Lucy Pretty Eagle. The story of a child buried alive was made to be the fate of Lucy, although this was never proven to be so.Stereotypical language including an over-emphasis on compound words is wrong. The derogatory references to women and girls are also not indicative of the Lakota culture. Books that do not represent a culture accurately such as this one should not be used in the classroom. (Article cited: "Fiction Posing as Truth" by Debbie Reese, et al.)

Good children's literature should be free of stereotypes. History should be reflected in an honest way. Showing how the Native American culture resisted the "whitewashing" would show how courageous Native Americans were during this time. Allowing students to see their cultural identity is important. Showing sensitivity and respect for others is what needs to be taught through quality literature. Children's books can represent a child's cultural background, include their home language, explore ideas and issues such as immigration, and/or accept cultural differences. It is important that all students have the opportunity to see their culture reflected in books, otherwise known as mirror texts.

In Painted Words, by Aliki, Marianthe's paintings help her to become less of an outsider as she struggles to adjust to a new language and a new school. The teacher discovers Marianthe's talent for art and helps to use that skill to tell her story. Mari creates pictures to illustrate the history of her family, and eventually begins to learn English words to communicate with others. In  the second part of the two book series, Spoken Memories, Mari is finally able to use her new words to narrate the sequence of paintings she created, and shares her homeland memories to her classmates.

Coming to America: A Muslim Family's Story, written and photographed by Bernard Wolf is another example of a mirror text. The book tells the story of Rowan Mahmoud's father who came from Alexandria, Egypt in search of a better life. He worked hard for four years to save up his money to bring his family to the U.S. to live. The book portrays the culture of contemporary Muslims living in the United States. It shows how the family still preserves and respects their culture and religious beliefs. 

To add more diversity to a classroom library, I have found that Lee and Low publishers and Barefoot Books offer some good suggestions. Joseph Bruchac and Patricia Polacco are strong authors who offer a multicultural perspective through their books. The website www.oyate.org provides resources that can help the Native peoples and others. This organization teaches respect and helps parents and educators to provide their children with historically accurate, culturally appropriate information about Native peoples.

No Nonsense in Nonfiction

Nonfiction describes books of information and fact about any topic. Nonfiction tells a story but the facts and concepts are emphasized, with storytelling used as an expressive technique. It includes real people, places, and events.The facts and concepts must be truthful, verifiable, and understandable. Diaries, biographies, and memoirs are considered nonfiction. 

An example of a quality nonfiction book that focuses on current events is Trapped by Mark Aronson. The book follows the events that occurred in early August 2010 when a mine in Copiano, Chile collapsed. Thirty-three miners were trapped 2,000 feet below the surface for sixty-nine days. The author captivates the reader's attention through the multiple rescue attempts using various drilling equipment. With scarce resources and dwindling air quality, the miners with the support of family and rescue workers, were able to overcome psychological, physical, and environmental factors. The novel also include full-color photos, timeline of events, glossary, and notes. This is a story of hope and survival. 

Common subjects/topics for nonfiction include math. Math Curse by Jon Scieszka, illustrated by Lane Smith, is a humorous book that shows the math in our lives and provides math puzzles for the readers to figure out. This is a great book to use at the beginning of the year with students to help alleviate some anxiety that some students feel about math.  

Types of Nonfiction
Nonfiction is text in which the emphasis is on the facts and concepts being presented. It can use a narrative style to present these facts. Expository text is text that has the primary purpose “to communicate information so that the reader might learn something”. This type of text must follow a non-narrative text structure. Informational text is clearly organized. It has a table of contents, and it may have a glossary, a subject index, a bibliography, and appendixes.

To help students remember how nonfiction text may be organized, you can show this fun rap song:

Nonfiction books should be used more in the classroom. There are many outstanding books on virtually any topic and for a variety of readers. When students read nonfiction, they build background knowledge to then make more connections to other genres that they read. The formats of nonfiction make them interesting because they are reader friendly with strategically placed illustrations. The ideas are clearly developed and presented logically. The author’s expertise and resources are used to add detailed information. The writers use rich language and facts are current and complete. The prose can be used to model informational writing. Teachers who want their students to excel should add nonfiction to their classroom libraries. 

Getting to Know Each Other with Contemporary Realistic Fiction

Contemporary realistic fiction includes stories about people and events that could actually happen. An important literary element within this genre is characterization. Characterization can be considered the soul of literature. Readers connect and experience the story through the eyes of the character. They enrich their emotional experiences and grow to understand themselves and others more. By reading stories about people and events that could really happen, they themselves take a journey to self-discovery. For example, reading books that portray a character struggling toward adulthood allows readers to see themselves reflected and provide an opportunity for thinking about how they might respond to varied real life situations. As a young girl, I remember reading Are You There God? It’s Me, Margaret by Judy Blume. The book helped me sort through my own feelings about the issues I was going through. I was able to make connections about puberty and religious beliefs. 

More recent novels like Rules by Cynthia Lord, helped me understand autism more. I could put myself into the position of the main character, Catherine, and gain an understanding about the challenges she faced and how she learned about what was really important in life. By reading realistic fiction, a person can become more compassionate, more knowledgeable, and even recognize their inner strength.

Children's contemporary realistic fiction reflects the problems that exist in today's society like poverty and prejudice. It provides stories of courage that show characters with inner strength. For example in the novel, The Heart of a Chief by Joseph Bruchac, Chris is a 6th grade student who lives on a reservation and is Penacook Native American. His dad is battling alcoholism so he is being raised by his grandparents. Chris is aware of the gambling casino that people want to be built to help provide jobs and income for the reservation but he hates to see the natural beauty of the island destroyed. At school, Chris takes the lead on a school project to help people understand the racism that exists when people use Indian names for sports teams. He has never felt confident at school. Chris explores his own inner strength to be a leader and convince the school and the public about respect. These issues of casino gambling and offensive team sport names are contemporary. By reading stories like this, students can see how characters can grow and change and are affected by the world around them.

Literature Study + Writing = Success

Using Mentor Texts to Improve Writing:
       Many teachers use literature as a component of their writing program. Books can serve as mentor texts which model the qualities of good writing. Mentor texts are pieces of literature that teachers can use to help model quality writing to young writers. Mentor texts can be used in many ways and offer countless teaching possibilities on the craft of writing. They can help students examine sentence structure, discover figurative language, develop vocabulary, make connections, think about how a setting creates a mood, find examples of “showing, not telling”, understand how illustrations support the text, or construct an overall meaning.

       Mentor texts are important because they motivate students by demonstrating the technique, focus, and organization combined into one whole. A student can envision themselves as a writer and can imitate the strategies themselves to guide their own potential. A mentor text gives students an invitation to notice an author’s work which exposes them to an opportunity they might not have explored before. It sparks imagination and determination to empower a writer to try something new. Mentor texts serve as an exemplar and are inspirational to guide the writer on their journey to developing their own style. The combination of teacher, mentor text, and the writer’s own efforts produce quality writing.

      The book, Fox, by Margaret Wild and Ron Brooks, is a picturebook rich in content. The fable tells a story of Dog and Magpie who rely on each other. Along comes fox who is jealous and tries to form a wedge between the friendship of Dog and Magpie. Fox tries to convince Magpie that he is a better suited companion. Will Magpie give into temptation?

   This story is an allegory and takes the reader on an emotional roller coaster ride through love and belonging, temptation, risk and betrayal. The author uses sophisticated language, specific details, and an effective plot. The illustrations are in mixed media and collage with dark markings which expose the characters’ deep feelings.
     This mentor text can help students understand that in order to give life to their characters in a narrative, they need to understand the techniques in order to do so. A writer can develop a character through action, description, dialogue, and through the reactions of other characters.
     The exemplar also shows how setting can impact the plot of a story. Skilled writers learn that the setting can serve various purposes. The setting can create mood, build suspense, and reveal character traits.
     A third teaching point of using this book is to help students establish an effective conflict. The mentor text will explain the internal conflict of a fictional character. Understanding the internal conflict gives students the opportunity to write in an honest, authentic voice. There are many themes, or messages that emerge from the story so teachers can discuss the possibilities with students. Then, students can write an original narrative that addresses one of the themes in Fox.