Chapter 7
WHAT I ALREADY KNOW
Traditional literature are stories that have been around for generations. These are the ones that have stood the test of time.
WHAT I HAVE LEARNED
I learned about:
legends - based off exaggerated forms of a true historical event or person
myths - began from natural elements and developed into gods and goddesses
Before now, I would commonly use the words myths and legends interchangeably, but they are actually separate.
WHAT I STILL NEED TO LEARN
What would a nursery rhyme be considered? Would they be a form of traditional literature?
HOW I WILL SHARE
I will share this with my students as we learn through our WebEx experiences.
Chapter 8
WHAT I ALREADY KNOW
Poems do not have to rhyme - that's just one form of poetry
Poems follow different patterns
Poems cater to both children and adults
Poems can be different lengths
WHAT I HAVE LEARNED
I've learned that there is a specific criteria to evaluating poetry:
what role does sound play?
are there natural or forced rhythms?
does the poem use imagery?
make sure it is within reach of the child's understanding
does the poem rhyme
WHAT I STILL NEED TO LEARN
I would like to learn how to keep poetry interesting for students. Naturally, some find the hidden messages found in poetry difficult to decipher, so I would like to gain ways to better help them with understanding the contents.
HOW I WILL SHARE
I will share by exposing my peers to different forms of poetry.
Chapter 9
WHAT I ALREADY KNOW
I know that historical fiction stories are ones that are set in the past.
WHAT I HAVE LEARNED
A student's age is dependent on what they consider to be history. An older student might consider history to be something that happened when they were younger (3-6 years ago), while a younger student might consider their history to be something that happened yesterday or during their morning routine.
Just like other genres - there is a criteria to follow when evaluating historical fiction.
WHAT I STILL NEED TO LEARN
I need to learn the best historical fiction books to use for instruction. My concern is how do I determine which historical fiction text is best for young students (ages pre-k-1).
HOW I WILL SHARE
I think it's important to share with fellow teachers that the term history means something different for everyone. Although it defines something that happened in the past, the range of history differs for students of particular ages.
Chapter 10
WHAT I ALREADY KNOW
Realistic fiction includes stories that are set in the modern day and features plots, characters, and elements that could realistically happen (Junie B. Jones series comes to mind.)
WHAT I HAVE LEARNED
choosing books that sync with real world experiences are necessary. Students need to feel that texts are relatable to them in one way or another. This will help guarantee that connections are made, thus honing in on comprehension.
WHAT I STILL NEED TO LEARN
I need to find historical fiction books that cover political topics. Young children may not find interest in historical fiction in general, so finding some that are fun and packed with illustrations may help bridge this gap.
HOW I WILL SHARE
I will share these criteria with my peers as we have monthly librarian meetings.
Chapter 11
WHAT I ALREADY KNOW
Nonfiction writing is meant to teach about real world events and information. These texts are the types we use to develop research on concrete material.
WHAT I HAVE LEARNED
Nonfiction can fall under many different genres. Nonfiction texts are fact based. Needles to say, these facts must be up to date and accurate. Authors of these texts need to be qualified. These texts should be centralized and have a focus. The incorporation of visuals should help to make the texts easier to understand. They should be another avenue to explain or teach.
WHAT I STILL NEED TO LEARN
Nonfiction for Young Adults From Delight to Wisdom explains that over 2/3 of the library is made up of non-fiction books. We learn that readers approach a book in one of two ways:
-what a reader can take away from the text
or
-what a reader can experience from the text
I need to learn an easy way to regularly incorporate non-fiction texts in my weekly lessons when the time comes.
HOW I WILL SHARE
I will share that nonfiction is an umbrella term that covers biographies, autobiographies, and memoirs.
Chapter 12
WHAT I ALREADY KNOW
Fantasy/Science Fiction books consists of stories that cannot happen in the real world. An example would be talking animals.
WHAT I HAVE LEARNED
The criteria for evaluating this genre is:
1.Characters must behave in consistent and believable ways.
2. There are rules for the fantasy world.
3. Authors must assist readers in the willing suspension of disbelief.
4. Themes should explore universal truths.
An interesting point is that science fiction is fantasy, but not all fantasy is considered science fiction.
WHAT I STILL NEED TO LEARN
After reviewing the information and watching the YouTube video, I believe most sci-fi and fantasy based books will fall under the high school/middle school reading level.
I still need to learn what is appropriate for middle vs high school reading levels. I need to ensure the maturity level is appropriate.
HOW I WILL SHARE
While sharing the many genres of books with my classes, I'll share fantasy/science fiction books specifically from time to time. Some students have a deep love and appreciation for this genre, so I need to ensure I'm being fair by catering to their interest level even though it doesn't necessarily appeal to mine.
Chapter 13
WHAT I ALREADY KNOW
Graphic novels are stories told through pictures. These are a lot like a comic book or a wordless picture book.
WHAT I HAVE LEARNED
A manga books is read from top to bottom, right to left, and back to front
-Graphic novels are more complex than picture books
-Graphic novels cover a wide range of readers and readability
-At times, graphic novels use color symbolism by incorporating around 3 colors throughout the book
WHAT I STILL NEED TO LEARN
I believe many teachers feel that graphic novels aren't credible like traditional literature. They feel the same amount of worth isn't present. I need to find ways to show teachers how valuable adding graphic novels into their lessons are. As far as comprehension is concerned, the thinking skills required for understanding graphic novels surpasses that of most traditional literature.
HOW I WILL SHARE
I can share a printable resource that lists graphic novels for grades kinder through 12 through the ALSC website.
Chapter 14
WHAT I ALREADY KNOW
Reading daily create an empathetic reader
reading daily helps build language
reading daily helps build literacy skills
reading daily helps to gain knowledge and experiences you may not get through another avenue
WHAT I HAVE LEARNED
Teachers can help to create lifelong independent readers by:
-setting up specific reading times each day
-creating a growth plan
-encouraging students to reach out to their favorite author
WHAT I STILL NEED TO LEARN
I would like to refer to Reading Ladders: Leading Students from Where They Are to Where We'd Like Them to Be. It's important to know how to build up students' learning by meeting them where they are in the place of reading. Knowing a good place to start and what their interest levels are is an important factor in the library experience.
HOW I WILL SHARE
Book talks with both students and peers are important. This presents an opportunity to confirm or redirect thoughts about what was read.
Chapter 15
WHAT I ALREADY KNOW
When reading aloud a book to a class, it is better to hook them with the words first then show them the illustrations afterwards.
sharing the author and illustrator's names are important
Read with excitement and voice/intonation
WHAT I HAVE LEARNED
I have learned that reading is about sharing books that we enjoy. This doesn't mean that we have to expect students to enjoy them to the same degree.
Pictures in books help give readers deeper meaning into the context.
using eye contact while reading to students helps to engage them.
Reader should take their time when reading through a book - don't rush.
WHAT I STILL NEED TO LEARN
I need to practice incorporating the rules of student engagement when reading aloud to students.
HOW I WILL SHARE
Through one of our future lessons, I would share that it's ok not to like the same books that everyone else does. It's ok to have book that suit your own cup of tea.
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