Reading Log

Reading Log I. Non-fiction/Informational (1 chapter book or photo essay book reflection required on blog) 1) How We Learned The Earth Is Round by Patricia Lauber 2) Whose Mouth Is This? by Lisa Morris Kee 3) Endangered & Extinct Animals of the Forests by Michael Bright 4) Bones by Steve Jenkins 5) Extreme Scientists by Donna M. Jackson II. Poetry (1 chapter or picture book reflection required on blog) 1) Bees, Snails, & Peacock Tails by Betsy Franco & Steve Jenkins 2) Casey Back At Bat by Dan Gutman 3) Heartland by Diane Siebert 4) Listen to the Rain by Bill Martin Jr. 5) Bow Wow Meow Meow by Douglas Florian III. Modern Fantasy (1 chapter book reflection required on blog) 1) The Wee Free Men by Terry Pratchett 2) Flowers for Algernon by Daniel Keyes IV. Historical Fiction (1 reflection required on blog –can be a picture book) 1) When I Was Young in the Mountains by Cynthia Rylant 2) Henry’s Freedom Box by Ellen Levine 3) Old Penn Station by William Low 4) My Great-Aunt Arizona by Gloria Houston V. Traditional (1 reflection required on blog – one can be a picture book) 1) Grandfather Tales by Richard Chase 2) Henny Penny by Paul Galdone VI. Realistic Fiction (1 chapter book reflection required on blog) 1) Rules by Cynthia Lord 2) Because of Winn-Dixie by Kate DiCamillo 3) The Boy Who Saved Baseball by John Ritter VII. Picture Books (2 reflections required on blog during the first two weeks of class. There should be a total here of at least six.) 1) Seven Blind Mice by Ed Young 2) Owl Moon by Jane Yolen 3) Lilly’s Purple Plastic Purse by Kevin Henkes 4) Alexander & the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst 5) The Relatives Came by Cynthia Rylant 6) What Do You Do With A Tail Like This? by Steve Jenkins & Robin Page 7) Officer Buckle and Gloria by Peggy Rathmann 8) Song and Dance Man by Karen Ackerman 9) When Lightning Comes in a Jar by Patricia Polacco 10) The Umbrella by Jan Brett

Non-Fiction Book Reflection Week 8

Jackson, D. M. (2009). Extreme scientists: Exploring nature's mysteries from perilous places. Boston: Houghton Mifflin Books for Children. Summary Extreme Scientists explores the world and work of extreme scientists such as Paul Flaherty and Hazel Barton. Scientists must battle some of earth’s most challenging conditions to order to teach and show others the wonders of the world around them. Paul Flaherty’s excitement while watching weather forecasts as a young child propelled his dream to become a meteorologist. After studying meteorology in college, Paul worked in the United States Air Force, and went on to teach meteorology to military students. Now, Paul Flaherty works with some of the world’s most destructive storms known as Hurricanes. He gathers information and collects data to help keep people safe. Miles below, Hazel Barton’s job in microbiology takes her from glacial ice caves to underwater caves deep in the jungles of Mexico. She explores the longest and deepest caves in the world including Lechuguilla Cave in the United States. Hazel Barton rappelled three hundred feet in 112-degree weather to reach an unexplored cave in the Grand Canyon. What was once an interesting hobby for Hazel Barton is now a lifelong career. Literary Terms Extreme Scientists is an informational book which gives factual information about biological, social, or physical world. This book, in particular, gives factual information about extreme occupations and many natural mysteries found in unique places around the world. The author, Donna M. Jackson, uses expository writing as she explains each occupation with great detail and knowledge. This book can be described as a photo essay book because there is an equal balance between text and illustrations. It provides information-bearing photographs and descriptive captions for its intended audience. Curriculum Connections Read The Elephant Scientist by Donna M. Jackson. Make text-to-text connections using a Venn Diagram. Research the author. Write a letter to the author. Ask the author where she gets inspiration for writing informational books? RI.3.1, RI.3.7, RI.3.9, W.3.2 Big Questions Why should hurricane hunters carefully plan and gather information before taking to the air? How did Hazel Barton have the courage to rappel three hundred feet into an unexplored cave? How do the occupations of extreme scientists affect our lives? Why is it important for us to understand their work?

Historical Fiction Book Talk Week 7

Rylant, C. (1982). When I was young in the mountains. New York: E.P. Dutton. http://vocaroo.com/i/s13QGn5OjN99

Field Experience Reflection

1.   How many hours did you complete?

·         I completed 11 hours as field experience for REOL 536.

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

·         I was able to teach a KTIP lesson and reflect upon the instructional lesson with the observing teacher.

·         I was able to help kick off summer reading at the District Literacy Event which encourages student, parent, and community involvement. While there, I assisted in arranging and decorating our booth for the event and preparing ring toss games for children. During the event, I passed out free books to children who participated in the games.  

·         Along with first and second grade teachers, I helped finalize the Language Arts Pacing Guide and Curriculum Maps for the 2013-2014 school year. We worked to incorporate phonics, sight words, spelling, grammar, and writing for each grade level. In addition, we also aligned science and social studies topics with topics in the newly adopted reading series for cross-curricular activities.

·         While at the Kindergarten Round-Up Night, I read aloud “The Kiss Box” to students and presented a PowerPoint presentation to the parents and guardians. We discussed incentives for reading AR goals, Brigance screener, and ELA Common Core Standards for Kindergarten. I passed out brochures with student targets for Language Arts and websites for resources and additional help at home.

3.  How did the experience help you to strengthen at least one Kentucky Teacher Standard? (be sure to name the standard)

·         Many of the field experiences helped me to strengthen Kentucky Teacher Standard 8 in which I developed stronger and deeper collaboration with colleagues and parents to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 

·         When collaborating with colleagues to develop the Language Arts Curriculum Maps, I also strengthened Kentucky Teacher Standard 2 in which I used Common Core Standards to develop and align objectives, instructional strategies for active engagement, and plan assessments that would certainly guide instruction.

4.  Talk a little about one thing you learned because of this field experience.

·         I learned the value of effective parent-teacher communication, especially when developing rapport at the beginning of a new school year.  So many parents are apprehensive about their child or children entering school for the very first time.  Establishing a night for only Kindergarten students and their parents to visit, discuss, and learn more about the school helped to establish clear goals and become more at ease for the transition from home to school. As a result, it also helped decrease some nervousness and anxiety for the students.

 

Library Media Specialist Interview

How do you begin the year with Kindergarten students?
-Simple procedures and build upon them each week, adding more difficult skills or actions including responsibility

All About Kindergarten:
-Kindergarten students will see me for 20 minutes each day.
-First, we will begin discussing book care and handling
-We will participate in many read alouds and book talks
-Smartboard activities and centers will be incorporated
-Centers may include books on theme, reading reflection, check out, listening center, etc.
-AR tests may be taken individually in Library, before school, or during class time

Computer Lab:
-There will be a standing time for each grade level per week.
-There is a good calendar in which teachers can ask for additional dates on the calendar

What types of technology are available for teachers and students to use in the classroom?
-Class set of iPods
-Mobile Lab of netbooks
-One mini iPad for teacher and/or student use in each classroom

What are some other resources to use in the classroom?
-Chapter books
-Picture books
-Non-fiction
-Poetry
-Audiobooks
-Magazines & periodicals
-Graphic novels
-Comic books

Because of Winn-Dixie Realistic Fiction Booktalk Week 6

 

DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass: Candlewick Press.

Other titles: The Magician’s Elephant, The Tale of Despereaux, The Tiger Rising

Genre: Realistic Fiction (Recommended Grade Level: 4^th)

“Dad, can I keep him? Can I keep him, please?” These could be the exact questions you eagerly ask your dad after you race home from the supermarket with your favorite....dog!  Of course, that’s not what Opal’s father expected her to find in the produce aisle at the local Winn-Dixie supermarket.  However, he reluctantly agreed that Opal could keep her shaggy friend. That’s exactly what Opal needed, a friend.  Opal was new to Naomi, Florida and did not make friends as easily as her pal, Winn-Dixie. Because of Winn-Dixie, Opal was able to make new friends like the wise and insightful Gloria Dump.  With Winn-Dixie by her side, will Opal’s feelings of loneliness disappear?

I would greatly recommend this realistic fiction story to others. Together, Opal and Winn-Dixie make a great pair. Although a little crazy at times, especially when a thunderstorm arises, Winn-Dixie is a compassionate dog, as seen in the way he chased a mouse around the church and gave it to Opal’s father unharmed. Through their unique bond, Winn-Dixie is able to teach Opal to look for the good in others. She was able to forgive Stevie for laughing at her choice of friends and places of interest and even invite him to a party at Gloria Dump’s house.

Bees, Snails, & Peacock Tails Poetry Book Reflection Week 5

Franco, B., & Jenkins, S. (2008). Bees, snails, & peacock tails: Patterns & shapes- naturally. New York: Margaret K. McElderry Books.

An intriguing illustrated poetry book about shapes and patterns found naturally in the world from spider webs to beehives.  Betsy Franco investigates several geometrical shapes and patterns from animal’s wings to uniquely designed environments.  Accurate mathematical and scientific information, along with vivid descriptions, make it an exciting way to learn about the mystery of animals.  For example, whenever the puffer fish “senses there’s something to fear, it puffs itself up till it’s almost a sphere.” Likewise, “off comes the old skin and waiting below, repeating designs appear in a row.”

On several pages, Betsy Franco uses a form of poetry called concrete poetry, which is written and printed in a shape that signifies the subject of the poem. For example, when discussing the spirals and tiny details on topshell snails, she writes the line of print in a spiral pattern.

Betsy Franco also applies sense imagery as she uses words such as delicate and round, as well as phrases such as “slice through the air,” “travel in peace,” and “scurries about nibbling acorns” to awaken the senses while reading.

This illustrated poetry book has rhyme and rhythm that flows throughout the text. There are matching sounds at the end of most lines; however, not every line has a matching sound. This particular choice Betsy Franco made is important to its read aloud quality, as it seems natural, not forced when reading.

This poetry book allows students to easily respond through writing.  In science, students can participate in leaf rubbing.  They can write about symmetry, patterns, or shapes found on the leaf or leaf rubbing.  In addition, students can write a short poem from the perspective of an animal or insect from the book.

W.K.1 & W.K.2

Why do you think the ants walked in a very straight line?

What other animals have patterns or shapes on their body?

Henny Penny Traditional Literature Book Reflection Week 4

Galdone, P. (1968). Henny Penny. New York: Clarion Books.

Summary: Henny Penny is out in the fields scratching among the leaves when an acorn falls on her head. Surprised by the acorn, Henny Penny yells, “Goodness gracious me! The sky is falling!” She sets out to tell the King. On her way, she spreads the word to her friends. One-by-one, her friends ask if they can set out on the adventure with her. Henny Penny kindly says, “Yes, indeed.” Together Henny Penny and her friends meet Foxy Loxy, who offers to show them a shortcut to the King’s palace.

Literary Terms: Henny Penny is a type of traditional literature called a fable. A fable is a simple story that incorporates characters, usually animals, whose actions teach a moral lesson or universal truth. Some moral lessons taught through the story Henny Penny include (1) don’t jump to conclusions and (2) choose your friends wisely. In this type of traditional literature, there are often one-dimensional characters that show good and evil.  Henny Penny was an example of kindness, while Foxy Loxy was an example of spitefulness or trickery. Foxy Loxy could be described as the antagonist of the story because his intentions were wicked as he tried to lure Henny Penny and her friends into his cave. The artistic media in the story, Henny Penny, can be described as drawing with pen and ink and colored pencils. The illustrations, combined with earthy tones of color, are perfect for this type of traditional literature as it makes it appear old-fashioned. The language used includes rhyme and repetition. Rhyme can be seen in each name such as Ducky Lucky and Goosey Loosey. Repetition can be seen in the dialogue between Henny Penny and her friends. She continues to tell each friend the same account and they ask, “May I go with you?” Henny Penny always answers, “Yes, indeed.”

Curriculum Activity/Standards:

·   Retell the story using character cut-outs which can be made into puppets or sequencing cards.

·   RL.K.1-3

·   Text-to-self connection: Students can write about a time they fell for a trick or jumped to a conclusion which they found out later wasn’t really true.

·   W.K.3

·   Text-to-text connection: Read aloud different versions of Henny Penny. Compare and contrast the different versions. Ask students what would they change if they were to write their own version?

·   RL.K.9

·   Create a different version of the story by changing the ending. Students can illustrate and write their own ending, and the teacher can assemble the pages into a class book.

·   RL.K.10, SL.K.5

Big Questions:

·         Why did it seem so important to tell the King the sky was falling?

·         Why did Henny Penny, Cocky Locky, Ducky Lucky, Goosey Loosey, and Turkey Lurkey follow Foxy Loxy into the cave?  What would you have done differently if you were Henny Penny?

Flowers for Algernon Modern Fantasy Book Reflection Week 3

 

Keyes, D. (1966). Flowers for Algernon. New York: Harcourt, Brace & World.

Summary: Charlie Gordon has the motivation and will to learn.  More than anything, he wants to read and write. Charlie has always been pushed to be normal, especially by his own family, and made fun of because of his indifferences.  Charlie, however, has never been loved for who he really is. Now, Charlie a thirty-two-year-old man who is mentally handicapped attends classes with Alice Kinnian at the Beekman College Center for Retarded Adults.  Alice Kinnian can see firsthand the amount of potential and desire Charlie has to learn and recommends him for an experimental surgery to make him “smart.” The directors of the experimental surgery, Dr. Strauss and Professor Nemur, observe Charlie closely as they conduct tests in which Charlie describes as games, cards, and puzzles. Charlie is asked to keep a journal where he records thoughts and occurrences over a period of time as part of the experimental surgery. Charlie calls these journal entries “progress reports.” After going through with the operation, Charlie is disappointed that there is no immediate change in his intelligence. With help from Alice and Burt, Charlie’s intelligence begins to change little by little, especially in regards to the spelling and grammar in his progress reports. Then, his intelligence makes immeasurable changes in which he is even able to learn to read other languages. 

Charlie shocks the workers at Mr. Donner’s Bakery, where he has worked as a janitor and delivery boy since a young age. The changes scare the workers, as they are unaware of the experimental surgery Charlie recently had.  They also don’t like the idea that the “moron” they once made fun of is now more intelligent than all of them.  Charlie notices that as his intelligence rapidly increases, the friends he thought he had were not really his friends at all, he has nightmares and memories about his horrifying childhood, and he becomes anxious looking for answers in the world around him.  Charlie and Algernon, a lab mouse that has already had the experimental surgery, are invited to attend a scientific convention in Chicago in which they are the prime exhibit.  While in Chicago, Dr. Strauss and Professor Nemur talk about Charlie in the same way they would Algernon, just a laboratory experiment.  They make comments about how they created Charlie, which greatly upsets him. Out of rage, Charlie frees Algernon from his cage while they are onstage and they escape the scientific convention together.  However, Algernon’s intelligence begins to decline and Charlie worries that his intelligence could decline as well.

Literary Terms: Charlie Gordon is the protagonist in Flowers for Algernon, a science fiction novel. The reader sees everything from Charlie’s perspective by reading his progress reports. The readers can see his extraordinary change, his behavior as if he is fighting to keep the old Charlie out of his new identity, and his emergent feelings for Alice Kinnian, his teacher before the operation.  Charlie is a round character because he is a complex individual who has both good and bad traits, like a real person.  Many times while reading, I pictured Charlie Gordon as a real person. His emotions, reactions, and dialogue with others made me feel as if I was standing in Mr. Donner’s Bakery or the Beekman Psychology Lab.  I was eager for him to find love with Alice and overcome the obstacles of his past.

Alice Kinnian, Professor Nemur, and Dr. Strauss are secondary or minor characters. The reader learns things about these characters and envisions their appearance and expressions based on the details provided. Although these characters are important to fully understand the story, they are not as intricate and fully described as Charlie.

The climax is when Charlie attends the scientific convention in Chicago and has finally had enough of Professor Nemur and Dr. Strauss, who treat him as if he were not even a person before the operation. It is finally the last straw or breaking point for Charlie and he must retaliate.  He decides to release Algernon from his cage and the audience panics.  

Charlie is beginning to understand his past, his desire of acceptance by others (i.e., mother, father, sister), and finally, his self.  The theme of the book is about Charlie finding out who he is and his place in the world around him. He learns that he has a right to live and not be judged.  He learns to forgive those who mistreated him and be grateful for the opportunity his has been given.

Curriculum Activity/Standard:  Create a plot diagram of Flowers for Algernon (using an online diagram from Read-Write-Think to incorporate technology). Students can describe the beginning, middle, and end or exposition, climax, and resolution.

·   CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

·   CCSS.ELA-Literacy.W.11-12.6 Using technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Big Questions:

·   Was the experimental surgery a good idea for Charlie? Why or why not?

·   Do you feel Professor Nemur and Dr. Strauss had enough evidence to perform the operation on Charlie? Why or why not?

·   Do you think Charlie regrets having the surgery or would he do it all over again? Why or why not?

·   Why did Charlie want acceptance from his mother even after she sent him away?

Alexander and the Terrible, Horrible, No Good, Very Bad Day Booktalk Week 2

Viorst, J., & Cruz, R. (1972). Alexander and the terrible, horrible, no good, very bad day. New York: Atheneum.

Other Titles: "Alexander, Who's Not (Do You Hear Me? I Mean It!) Going to Move", "Absolutely, Positively Alexander", "Alexander, Who Used to Be Rich Last Sunday"

 

Genre: Picture Book (Recommended Age: 4-7)

Your sister is taking over the bathroom, you have to eat oatmeal for breakfast, and your book report is due today. Have you ever thought, “This is going to be a very bad day?”  In the book, “Alexander and the Terrible, Horrible, No Good, Very Bad Day,” that’s exactly what Alexander thought when he woke up with gum in his hair and tripped on his skateboard.  Alexander found that as the day went on, his luck didn’t get better. The dentist discovered he had a cavity and his mom made lima beans for dinner. What will happen to Alexander next on this terrible, horrible, no good, very bad day?  

This is an entertaining story about unfortunate events that seem to get increasingly worse for Alexander, the main character, as his day proceeds.  The author, Judith Viorst, makes it easy for students to spend a day in Alexander’s not-so-lucky shoes.  I would recommend this book to different age groups and grade levels, as students could easily relate to having a bad day. Yet, the text could be used to help students think about the choices they would make, which might be similar to or different from Alexander’s choices. 

 

Owl Moon Book Reflection Week 2

Yolen, J., Schoenherr, J., Stevenson, N., Philomel Books., & South China Printing Co. (1987). Owl moon. New York: Philomel Books.

Summary: On a winter night, a father and daughter walk into the woods to search for owls.  As the daughter describes their late night adventure, it is evident that her father has experience owling, but it is her first opportunity.  I wonder if she will be scared?  Or, will she be brave?  As they continue, she takes in all the surroundings, including sights, smells, noises, and feelings.  Animals thriving in the woods watch as the pairmake footprints in the snow.  Deep in the woods, the young girl’s father calls out, “Whoo-whoo-who-who-whooooooo.”  I wonder if an owl will answer?

Literary Terms:

Jane Yolen uses different forms of figurative language such as a simile.  “The trees stood still as giant statues” is an example of a simile used.   Yolen also uses a metaphor, which is an implied comparison without a signal word. “The snow below it was whiter than the milk in a cereal bowl,” is an example of a metaphor used.

Jane Yolen also created a great deal of sense imagery by playing on the five senses in descriptive language.  It also helps young children make connections to previous experiences of their own. The phrase, “our feet crunched over the crisp snow” stimulates the reader’s senses and a reminder of a time their feet made a matching sound in the snow.  The phrases, “the owl pumped its great wings and lifted off the branch” and “a train whistle blew, long and low, like a sad, sad song” both awakens the reader’s senses, imagination, and memory while reading or listening.

Curriculum Activity:

-Students can draw and write about their favorite part in the story. W.K.1

-Students can write a narrative story about a first-time experience they have had such as sledding, fishing, riding a bike, eating something new, or swimming. W.K.3

-Students can investigate similarities and differences in “Owl Moon” by Jane Yolen and “Good Night, Owl” by Pat Hutchinson.  Using charts or diagrams, lead students to make text-to-text connections. RL.K.9

-Students can study about owls such as the Great Horned Owl.  Students can listen to different kinds of owls.  Students can make a K-W-L chart about owls. Students can work in pairs or small groups and present information about owls to the class. W.K.7

-In grades 3 through 5, students can identify literary devices such as metaphors and similes used by the author throughout the story.

Big Questions:

How did the young girl feel when her dad took her owling?  How did her feelings change when she got deeper into the woods?  Why do you think she felt that way?  How would you feel?

Introduction

Hi everyone!  My name is Bethann Neville.  I am currently a Kindergarten teacher and I couldn't imagine doing anything else.  :-)  I have two years of experience teaching at Abraham Lincoln Elementary.  This summer, however, I received great news that I will be teaching Kindergarten at LeGrande Elementary, which is much closer to home.  I couldn't miss this opportunity, so I had to say goodbye to some great friendships and dive into a new experience. 
I am truly looking forward to learning a lot in REOL 536. I feel it is important to keep books in the hands of small children and establish a love of reading. This is only my third online class with the University of the Cumberlands. I am striving to earn a master's degree as a Reading and Writing Specialist. I am crossing my fingers that I can develop an understanding of the new iLearn/Blackboard to be successful in this course. 
I am married to Bruce, a police officer and volunteer firefighter.  We have been married for one year...this month!  In our free time we enjoy spending time with our families.  Family is an important part of our lives.  We have seven nieces and nephews that we enjoy and keep us busy. We also enjoy outdoor activities and watching movies.