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?