Observation...or what I'm reminded of each time I observe

I do not currently teach, at least not in a classroom.  Most of my 'work' days are spent with adults who are getting paid to do their work and to supposedly learn during training sessions.  Because I am not in the school environment every day, I forget what it really feels like to be so outnumbered by children.  I always take a step back and try to 'place' myself in the school environment, using all the techniques and strategies that have been so dutifully placed in my graduate student curriculum.  In addition, I try and identify the things that my own child talks about when she comes home from middle school.  I get to put actions and events together with the commentary of my eleven year old.

Each time I go to observe, I find myself learning...what to do and what NOT to do.  Fortunately, I have had the opportunity to observe some incredible teachers.  So, what did I do and what did I learn?

1.  How many hours did you complete?

• I completed 5 hours of observation.

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

•  2.0 hours of observation were spent with a middle school counselor in central Kentucky who teaches an advisory class and who counsels students with personal, educational and emotional issues.
• 1.0 hour of Advisory:  Students use this time for homework help, testing issues, and prep work.  The school has started using trade books to assist with the task of prep work.  Students can use these books to help them with preparing for tests, career paths, college choices, etc.
• 1.0 hour of Observation of the counseling process:  During this time, I spoke with two counselors in the school who use their offices and their resources as places for intervention, encouragement and student interaction.  These counselors have an entire library of books for students to use, ranging from career information to eating disorders.  Students can use these books at their own request or at that of the counselor.  It becomes a safe environment for them to gain information.
• 3.0 hours of observation were spent observing a first grade teacher in rural southeastern Kentucky.
• All three hours of this observation were in the classroom.  During that time, I observed a teacher with 10 years of experience incorporate reading into everything she does.  Her education emphasis has been in reading and she promotes that fully with her students. 

3.  How did the experience help you to strengthen at least one Kentucky Teacher Standard?

• 1.4:  Guides students to understand content from various perspectives.
• While observing the first grade class, I was reminded of how important it is to provide consistent and continuous reinforcement of the materials.  When Miss Rose taught one subject, such as grammar, she wove that together with her reading lessons.  Additionally, math included information about books.  She showed how important the written word is throughout all the subjects, not just reading.  It helped to reinforce what the students are learning by repeatedly referring back to another topic they had learned in another class.

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

• While I cannot say this is a 'new' learning piece for me, it is a critical one.  When I watch great teachers at work, I am reminded of how important these people are in the current and future lives of their students.  An encouraging word or smile can change the day for many of these students.  We all get bogged down in the everyday 'work' we are required to do:  lesson plans, grade book entries, faculty meetings and test scores.  These tasks take us away from the true reason we should be there:  to teach!  Watching these skilled teachers and counselors, I saw student engagement.  I observed the desire to do well because Miss Rose asked them to or Mrs. White believed they could.  It's easy to forget how important those things can be to a student.

While fitting observation into my daily work schedule can be quite a challenge, it always pays off.  It may be in the form of watching an incredible example of a teacher or it may just be reacquainting myself with middle school craziness.  Either way, it's always an experience!

Reading Log and Wiki Checklist

Christa's Reading Log

             I.      Non-fiction/Informational

          (1 chapter book or photo essay book reflection required on blog)

1)      No Body’s Perfect by Kimberly Kirberger.

2)      33 Things Every Girl Should Know About Women’s History by Tonya Bolden.

3)      13 Photos Children Should Know by Brad Finger.

4)      Chew On This:  Everything You Don’t Want to Know About Fast Food by Eric Scholosser.

5)      Photo by Brady:  A Picture of the Civil War by Jennifer Armstrong.

          II.      Poetry (1 chapter or picture book reflection required on blog)

1)      Witness by Karen Hesse. (required for discussion)

2)      Where the Sidewalk Ends by Shel Silverstein.

3)      Now We Are Six by A. A. Milne.

4)      When We Were Very Young by A. A. Milne.

5)      The Stable Rat and Other Christmas Poems by Julia Cunningham.

6)      Amazing Peace:  A Christmas Poem by Maya Angelou.

        III.      Modern Fantasy (1 chapter book reflection required on blog)          

1)      The House of the Scorpion by Nancy Farmer. (required for discussion)

2)      The Hunger Games by Susanne Collins.

3)      The Lost Hero by Rick Riordan.

        IV.      Historical Fiction

            (1 reflection required on blog –can be a picture book)     

1)      A Long Way from Chicago by Richard Peck. (required for discussion)

2)      The Boy Who Drew Sheep by Anne Rockwell.

3)      The Coffin Quilt by Ann Rinaldi.

4)      A Year Down Yonder by Richard Peck.

5)      The Teacher’s Funeral:  A Comedy in Three Parts by Richard Peck.

          V.      Multicultural/Traditional

           (2 reflections required on blog – one can be a picture book)         

1)      Why Mosquitoes Buzz in People’s Ears by Verna Aardema.

2)      In the Beginning:  Creation Stories from Around the World by Virginia Hamilton.

3)      American Tall Tales by Mary Pope Osborne.

4)      The Girl Who Loved Wild Horses by Paul Goble.

        VI.      Realistic Fiction (1 chapter book reflection required on blog)

1)      The Last Safe Place on Earth by Richard Peck. (required for discussion)

2)      Ida B and Her Plans to Maximize Fun, Avoid Disaster, and (Possibly) Save the World by Katherine Hannigan.

     VII.      Picture Books (5 reflections required on blog during the first

            two weeks of class. There should be a total here of at least six.)

1)      Flossie & the Fox by Patricia McKissack. (required for discussion)

2)      Mirandy & Brother Wind by Patricia McKissack.

3)      Where the Wild Things Are by

4)      The True Story of the 3 Little Pigs

5)      The Lion & The Mouse

6)      A Ball for Daisy by Chris Raschka.

 

Wiki Checklist

Write the number of entries for each category you posted into on the Course Wiki (requirement is four total posts, in four different categories)

 

__1__ Social Studies

__1__ Science

____ Math

____ Music

__1__ Art

__1__ Reading/Language Arts

____ Physical Education

____ Other

 

13 Photos Children Should Know

Finger, B.  (2011).  13 photos children should know.  Munich:  Prestel Publishing.

"Hey Mom...what's that a picture of on the front of that book?" 

 

Informational books must appeal to a child.  Check!  As I was preparing to write my blog post this week, my daughter was sitting across the living room staring at the book I was reviewing.  She was immediately drawn to the photograph of the fireworks over Beijing during the 2008 Olympics.  The colors were so brilliant that she thought it was a picture of the sun.  Since I had her attention, I thought why not ask her opinion of the photos in the book.  (She is eleven and the days where she wants to converse with me are becoming few and far between!)

As we read the pages of the photo essay book together, she was brimming with questions.  How long ago did that happen?  Who is that person?  Why would anyone do that?  Do you really think we walked on the moon?  She asked all of the questions that this book should make a child ask.  It not only showed excellent photographs of historical moments, it gave explanations of the events surrounding the pictures.  While she was familiar with many of the photographs such as the Moon Landing, Martin Luther King and the Oil Spill in the Gulf, she didn't always know the story behind the picture.

This book combined social science and humanities in a way that made it appealing to my daughter.  It was not a 'history' lesson as much as it was an album of events.  The descriptions of the photos, as well as the quizzes throughout the book gave it a very different feel.  The crisp, clean photographs coupled with font that was clean and easy to read made the book appear more like a magazine article about the subject. 

In the forward of the book, the author explains the way this book is put together.  It will show 13 photographs of some of the most important events, people and places over the last 100 years.  This is when we are also introduced to another fabulous aspect of this book:  the glossary.  While the descriptions are straightforward, the author has asterisked some words that the meaning of may be more difficult for younger readers.  The asterisked words are located at the back of the book with complete definitions.  Additionally, each photo topic has a timeline at the top of the page.  It gives the reader some of idea of world events that occurred at the time of the photo or during the life of the subject.  It helps to give a 'big picture' view of the history of the photo.  While this book is listed as ages four and up, the subject matter focuses on world events that might be confusing for a younger child.  I would recommend this book for older children, third grade and up.

Reading this book with my daughter was also a great reminder for me of how many things that happened in my lifetime are foreign to her, just as it was for my parents' generation and so on.  While 1989 doesn't seem all that long ago to me, in my daughter's time frame, that was forever and a day ago.  But what was even more interesting was the fact that she could put that '20 something' years ago information into a very real field of knowledge and realize that it wasn't really all that long ago...at least not in a historical time line.  Although let's face it, forty is almost ancient in the human time line...at least in my daughter's eyes.

The Teacher's Funeral: A Comedy in Three Parts

Peck, R. (2004).  The teacher's funeral:  A comedy in three parts.  New York:  Penguin Group.

Have you ever had a teacher...you know, the one you just wish you could get rid of? Or maybe a dream that you couldn't pursue because something was standing in your way?  So did Russell Culver.  He dreams of leaving his little Indiana town and moving on to bigger and better things.  But school stands in his way.  When the teacher "hauled off and died" the night before school is set to start, he thinks there's a chance he can move on with his life.  But a 'familiar' new teacher is set to ruin it all.   Russell and the other seven students in the little one-room school house start off the year trying to get rid of the new teacher.  Using fires, snakes and stealing, the students put the teacher and the town through the paces.  Will Russell get to leave town to pursue his dreams or be forced to finish the eighth grade?  Will the new teacher lose her mind?  Pick up a copy of Richard Peck's The Teacher's Funeral to find out how Russell deals with his problems and finds out things are aren't always quite what they seem!

 

Ida B...and Her Plans to Maximize Fun, Avoid Disaster, and (Possibly) Save the World

Hannigan, K.  (2005).  Ida B...and her plans to maximize fun, avoid disaster, and (possibly) save the world.  New York, NY:  Scholastic.

Phew.  That's a mouthful of a title, right?  Well, the book lives up to it's action packed name.  I have to admit, when I read the title of the book and listened to the librarian talk about it, I seriously doubted it could grab my attention.  I imagined adventures of a precocious little girl.  Big deal.  That didn't interest me.  But I picked it up anyway, figuring I would read it and comment about how much I disliked it.  However, as I was introduced to Ida B through each page and her story began to unfold, I was hooked.

 I too am an only child.  I grew up on a rural farm.  Cattle, pigs, rabbits and a dog were my nearest neighbors.  A creek was the halfway point to my nearest childhood playmate.  As I read about Ida B 'talking' to the babbling brook and listening to the trees in the family orchard, I was reminded of my own childhood.  Living in a rural area with few human friends close enough to visit, Ida B (and me too) became friends with everything around her.  Her life completely revolved around her ability to "have fun" and the interaction between her and her parents.  But like all of us, Ida B was eventually sent to school.  Big mistake!  She has a less than successful first attempt.  In her words, school is a "place of slow but sure body-cramping, mind-numbing, fun-killing torture."  After a short attempt at public school, Ida B is released from her indenture and becomes home-schooled.  During this part of her life, she cannot be more content.  She is allowed to learn and play and have fun.  But in her conversations with the trees, there is foreshadowing of trouble coming her way. 

All too soon, Ida B is faced with conflict:  conflict of self, nature and person.  Through her dialogue, Ida B lets us inside her mind and heart.  As she learns of her mother's cancer and the necessity of her return to public school, she faces fear, anger and confusion.  She's a kid and is unsure of how to deal with any of these emotions.  In her self description, she once refers to herself like a snake in the spring, needing to soak up some sun before she can move.  She further uses this simile when she describes the snake is sometimes lying on a road, letting us know how she fears the impending future.  She knows that her plans cannot come to fruition.  She begins school and has determined she will not like the school, the students or the teacher.  To add to her distress, her father informs her that they will sell off parts of their land and orchard to help pay for medical bills.  This is the last straw for Ida B.  She wages all out war:  against family, school and any possible friends.

 Ida B is somewhat unique in the fact that she is dealing with a parent who has cancer.  However, the troubles she encounters occurs for most all children at some point in their lives.  She faces a difference of opinion with her parents.  She encounters change.  She has to deal with learning to accept the changes and learning how to talk with people.  She also has to learn to say sorry.  Cancer is the root cause of the changes, but the end result is the same.  Change happens.  We can either bottle it up and force everyone away and live a very lonely life or we can talk and learn and feel our way through the changes.

The new realism present in this book is amazing.  It deals with the ugly topic of cancer and the effects it has on the people with the disease as well as those living around them.  Additionally, it lets us know that the parents are not perfect.  Her mom is sick and can no longer do all the things Ida B thinks she should be able to do.  Her father gets angry.  He is hurting too.  But it also reminds us that love is still there through all of the hurt.  And survival is much easier when you allow others in to your world.  Students from 4th to 6th grade would most likely benefit from this book, especially when dealing with a major change such as illness of a family member.  However, I also think it's a great choice for any students to help them understand what someone else might be going through.

While I was an adult when my father was diagnosed with cancer, I still had so many of the feelings that Ida B experienced.  Some would say that I should deal with it better because I was mature and experienced.  But, the hurt and anger and fear are all there, regardless of what age you are.  This book made you laugh at Ida B's outlandish comments, but it also touched a nerve deep inside that reminds us we are all some parent's child.

When We Were Very Young

Milne, A.  (1924).  When we were very young.  New York, NY:  Penguin Group.

Winnie the Pooh.  Christopher Robin.  The 100 Acre Wood.  These are the words that I have always associated with stories by A. A. Milne.  So, when a friend recommended a poetry book by Milne, I was a little reluctant to read it. But trusting my friend and his knowledge of my reading taste, I tried it. I expected Tigger and Pooh to rhyme away the stories.  However, that is not what I found!
 
While the cover is somewhat reminiscent of the watercolor pictures of the stories I'm so familiar with, there is a difference.  The little girl on the front is not anyone we are familiar with, she's new, at least to us!  And of course, the little girl appears to be misbehaving.  Again, another first for me.  The drawings inside the book are simple, pen and ink drawings that let your imagination take shape.  So, I plunged in!

This collection of poems is about children, for children.  They are growing up in an ordinary world, but they have a way of seeing the world in a much more magical way than we do as adults.  The meaning in these poems describes everyday activities that children go through...going on walks, saying their prayers, going to the zoo, pretending they are kings, etc.  Milne uses narrative poems such as "The King's Breakfast" to tell a tale of asking for butter for breakfast and the chain of events that follow.   Additionally, Milne uses sound patterns in poems like "Independence", "Politeness" and "Halfway Down."  Words and phrases are repeated for effect, both to reinforce how much emphasis the reader needs to know about the action being performed or the feeling being described. 

While being a 'fun' read for children and adults alike, the poems also lend themselves to critical thinking, such different and same.  In the poem, "Halfway Down," the child talking in the poem is describing the stairs. They always stop at the one that is halfway down.

 

Halfway down the stairs

Is a stair

Where I sit.

There isn't any

Other stair

Quite like

It.

I'm not at the bottom,

I'm not at the top;

So this is the stair

Where

I always

Stop.

Halfway up the stairs

Isn't up,

And isn't down.

It isn't the nursery,

It isn't in the town.

And all sorts of funny thoughts

Run round my head:

"It isn't really

Anywhere!

It's somewhere else

Instead!"

 

 

This poem allows critical thinking questions like, "Is there a difference in the stairs?"  "Can you tell the difference?"  "Does stair location change the 'sitter's' perspective?"  This allows for identifying perspectives and acknowledging the same and different.

 

These are the types of poems that children can enjoy and appreciate as read-aloud poems.  They make great bedtime traditions, allowing for enjoyment by adults reading to their children, recalling being read to as children themselves.  The poems are well-written, easily understood and have a quality of 'real life situations' that children and adults can enjoy.





In The Beginning

Hamilton, V. (1988).  In the beginning:  creation stories from around the world.  Orlando, FL:  Harcourt Brace Jovanovich.

 

 

Retold by author Virginia Hamilton and illustrated by Barry Moser, In the Beginning is a collection of creation stories from around the world.   Given the Newbery Honor award in 1989, it has received acclaim for it's beautiful watercolor illustrations and for the collection of such varied myths.  However, I was not as impressed as I had hoped to be.  Maybe my expectations were too high.  Maybe this type of 'retelling' is not my cup of tea.  At any rate, I gave it a try.

 

The book is organized by 25 narratives, or stories called myths.  The myths are about how things came to be on earth or even how the earth came into being.  They are told as truths that guide the people who have created and retold the stories.  Most of these stories are so old that we as readers cannot imagine a time before the stories began.  Regardless of how we feel about them as truths, they played an important role in various cultures around the world. The myths narrated in this book are all about creation:  creation of the world, god/gods, and human kind.  According to the author, these stories told, "how humankind learned to live upon the earth."

 

Recommended for ages 12 and up, I would only recommend this book if a student had a serious interest in creation myths or a project to research multiple myths.  It would be a convenient and efficient way to browse myths from places such as China, Africa, America, and others.  It's a one-stop shop for browsing and reviewing.  However, I would much prefer the author to have given a brief introduction of the origin of each myth before the narrative.  As you are reading, it's difficult to understand where the story is coming from; you have no point of reference for the narrative.  There is a brief comment after each story, but it feels as if it is too little too late.  I had trouble wanting to continue reading the stories.  I found myself wanting to only 'flip' through the pages.  While the illustrations are interesting, they did not interest me.  My assumption is that the expressionistic style is used to encourage the imagination of the reader.  However, it just left me with a dark, dismal feeling. 

 

Overall, this book would not make it into my top ten list...or my top 100 for that matter.  To use a term from many of the creation myths, this book laid a "cosmic egg" or wasn't quite what it was 'cracked up' to be.

 

 

 



The Hunger Games

Collins, S.  (2008).  The hunger games.  New York, NY:  Scholastic Press.

"Oh my gosh, Christa!  Have you read The Hunger Games? PLEASE read it...and hurry up so I can have a girl to talk to about it!!"  These words came out of the mouth of my boyfriend's teenage daughter.  Was she really talking to me?  I was shocked for two reasons:  1.  She hates to read!  She had not only read this book, but the entire trilogy in record time!  2.  She also dislikes me.  Her typical greeting is an eye roll and immediate departure from the room.  So, not wanting to miss an opportunity to bond with her, I immediately found the book and began reading it.  It wasn't long before I was leaving my house at 10:00 pm, in my pajamas, to run to a friend's to get the second and third books!

Suzanne Collins has written a modern fantasy chapter book that captures readers, young and old.  Set in a future version of what was once North America, the landscape has changed drastically.  Residents of Panem, or what was the United States, live in districts and are controlled by the Capitol.  Each district produces a certain type of product or service.  Residents cannot leave their assigned district except when approved by those who govern the land.  The people of those districts are for all intents and purposes, imprisoned in their district.  Food and supplies are scarce.  Independent thought and behavior is discouraged.  We are introduced to these ideas by the female protagonist, Katniss. 

Katniss is a first-person narrator for the journey through The Hunger Games.  Seeing the land and the people through Katniss's eyes, her point of view colors the reader's vision.  As the book begins, we are introduced to Katniss's sparse surroundings, members of her household and her daily routine of finding food for her and her family. She is very matter of fact about the events that lay ahead of her on that day.  It is the day of the reaping or the human lottery that is held annually in the land of Panem.  As part of the punishment of the people in this land, there is an annual 'reaping' of people from each district.  A boy and girl from each district are selected to compete in the annual 'hunger games' where the competitors fight to the death, resulting in one winner.  Yes, children fight to the death.  The victor of these games receives immunity from any future games and the family of the victor receives food and wealth as well.  Katniss is thrown into the ring as a contender when she accidentally volunteers herself.  From that point forward, she is in conflict:  person against self, person against nature (or a manmade version of it), person against person and person against society. 

Collins uses a style that is fast paced, with enough detail to describe the situation without making it 'flowery' and over explained.  She uses a mixture of futuristic characters from the Capitol with their extravagant clothing and vibrant hair and skin colors in a contrast with the workers from the coal fields of the outlying districts.  The extreme differences between the "haves" and the "have nots" is represented in the districts themselves, as well as the competitors in the games.  The setting for the games and that of the lives of the characters offer stark images of realistic settings with futuristic items such as holograms and hovercrafts.  It uses the everyday to engage the reader and make them feel as if they could be in the story.  The emotions that Katniss experiences are those that we can all identify with:  competition, isolation, despair, fear, sadness and compassion. 

I will be the first to admit that this book was addictive.  I could not put it down.  I felt compelled to see what happened to Katniss and how she handled this unreal situation.  I cheered her on when she had successes and felt her pain when failure was imminent.  I was very surprised at how the 'weight' of this story hung with me.  Days after I finished it, I was still left with the heaviness of the issues of the story.  Could I kill an enemy?  Could I kill a friend?  How do you know who is on your side?  How do children face these issues when I cannot imagine them as an adult?  From a classroom standpoint, this book can be used in so many different ways.  It can be used for units on government and the issues of power within the government.  What kind of government do you expect there to be in the next 25 years?  50 years?  Is it possible that the United States could become like Panem?  This book and the remaining trilogy is also a study in human nature.  What are we capable of doing when push comes to shove?  Will we only look out for ourselves  Will we make sacrifices?  It can be used philosophically.  How does this compare to ancient Greece? 

When I finished this book, I immediately talked to the eye-rolling teenager.  She was squealing with questions.  The one thing that stuck with me was  her surprise when we really talked about the age of Katniss.  In the book, Katniss was only one year older than my friend.  She could not imagine being sent out on her own, armed with very little in the way of defense, and expected to kill for victory.  Another issue was the sadness that we both felt, especially after finishing the entire set of books.

Since this book deals with some more adult issues, older readers will most likely relate better to this book.  It does deal with some dark issues of human nature and some gruesome scenes.  I would recommend this to mature middle schooler students and high school students, as well as adults.

After seeing the interest this book generated among teenagers, I am thoroughly convinced that it's a great read, especially for those that may not normally take an interest in reading.  I'm all about any book that creates conversation and no eye-rolling!

 
 

Why Mosquitoes Buzz in People's Ears

Aardema, V. (1975).  Why mosquitoes buzz in people's ears.  New York, NY:  The Dial Press.

As I've mentioned before, I like to review the Caldecott Award winners.  Maybe it's pure curiosity about what it takes to win this award.  Perhaps I'm a literary snob.  But either way, I enjoy searching for these books, both new and old.  The most recent search led me to an African legend about mosquitoes.

In this vividly illustrated book, color and line combine to depict animals of the jungle.  The pages are full of color from top to bottom.  While the animals are not scientific representations of the animals, they are graphic and almost hieroglyphic-like. 

As the story opens, we immediately encounter the mosquito who is gossipping to iguana.  Iguana wants no part of the mosquito's nonsense and proceeds to put sticks in his ears to prevent hearing anymore.  This action sets off a chain of events that lead to disaster throughout the jungle.  When the King Lion is finally aware of the trouble, he calls a meeting to clear the air.  But because of the sticks in his ears, Iguana doesn't even know about the meeting.  Eventually all the drama is resolved.  However, the mosquito develops an even more annoying habit of buzzing people's ears to ask if anyone is still mad at them! 

The story is a great example of Pourquoi tales.  They are explanations of how things came to be, simple myths.  It is suggested that these tales were developed by early humans to explain the "why" questions.  This tale explains why mosquitoes buzz in people's ears, a simple explanation to an annoying problem.

This story is a good read, reminding me of the old lady who swallowed the fly.  The series of events are a chain reaction that is repeated several times at the end of the story.  It's humorous and earthly.  It is recommended for ages five and up.  It could be a very useful example in the classroom of how gossip can cause dramatic problems.  It can also be used as a discussion of how one event can drastically effect another.  How would things have been different if the mosquito hadn't gossiped?  Would we be annoyed by mosquitoes today? 

While I don't want to give away the ending, it definitely ends with a WHACK!  And, it just makes you smile!

The True Story of the 3 Little Pigs!

Scieszka, J.  (1989).  The true story of the three little pigs!.  New York, NY:  Penquin Books USA.

Oh my goodness!  This book is witty, whimsical and incredibly illustrated.  As a parent and a lifelong reader, I often tire of the "cute" children's book images with the same old song and dance stories.  This is a breath of fresh air! 

Upon first glance at the cover, your attention is drawn to the newspaper style headlines and "photo" of the wolf.  It uses a collage type format of newspaper print and appears to be held by a pig foot.  This cover makes you want to start turning pages.  It's an excellent opening!

As you may have guessed by the title, Mr. A. Wolf wants to tell the story, HIS story.  He proceeds to explain the tale we have all heard.  However, according to the wolf, we have been misinformed and a simple explanation exists for all of the bad press he has received.

The illustrations used in this book are a mixture of expressionistic and cartoon.  The animals are somewhat natural looking, however they have been assigned human qualities, such as using a chalkboard and baking a cake.  The colors are earth-tones that lend themselves to the 'outdoor' elements of the animals' lives.  Illustrator Lane Smith even uses the letters as art in this book as seen here in the "E" at the beginning of the story.  He uses all the elements of the pigs' houses to create the first letter of the story.

Getting to read the "other side" of the story is a great way to incorporate a unit on being aware of different views.  How would our view of the wolf had been different had we heard his story first?  Would we think about pigs differently?  What about wolves?  Have we ever had a situation where we didn't consider someone else's view before making a decision?  We could also use it for a unit on foods and what various animals eat.  Would we think about people differently if cheeseburgers were as cute as pigs?  The wolf asks that question and it's one we could use in class.  These are just a few ideas of how to use this book.  For the ages of five and up, this story is a funny, appropriate read for school age children. 

I loved this book and the humor that it brings to a classic story.

Mirandy and Brother Wind

McKissack, P.  (1988).  Mirandy and brother wind.  New York, NY:  Alfred A. Knopf, Inc.

After reading McKissack's Flossie and the Fox, I wanted to read more of her work to see this style again.  Mirandy and Brother Wind is a continuation of the family tales told by McKissack about the stories she remembers hearing as a child.

In this story, the title character, Mirandy, is interested in winnning a cakewalk dance contest.  After giving the problem considerable thought, she decides to enlist the help of the wind, referred to as Brother Wind in the story.  McKissack develops characterization through Mirandy and her interaction with her grandmother, neighbors and her friend, Ezel.  Through her dialogue with Ezel in particular, you can see that Mirandy's personality is head-strong, opinionated and determined to reach her goal.  In the beginning, Mirandy's conflict is person-against-nature; she is trying to capture the elusive wind.  Later, she also experiences person-against-person when she enters the cakewalk contest.

Once again, McKissack does not disappoint with this story.  It is full of the familiar dialect and the nature sounds abound in this telling.  The colors are molded together to form a gorgeous landscape that is somewhat secondary to the story.  However, the drawings of the wind are incredible.  They are shades of blue and gray, complete with a top hat to give the best-dressed look to Brother Wind.  It is visible, but still somewhat elusive as the wind itself.  Children ages 4-8 would enjoy the book, especially the chasing the wind sections.  All children chase those things that are most difficult to catch, birds, butterflies and of course, the wind.  The cakewalk itself is less exciting, however it does give some insight to Mirandy's character as she chooses an unlikely dance partner at the last minute.

As I read this book, I enjoyed the conversations and questions that Mirandy posed of her family and friends.  I was reminded of my daughter asking WHY and HOW when she was younger.  In considering this book for classroom use, I would want to use it to discuss bullying and standing up for one's friends and their own beliefs.  What would have happened if Mirandy hadn't defended Ezel?  How would the story have been different if she had just resigned to not being able to catch the wind? 

Overall, this was a beautiful book that told a lovely family memory.

Where the Wild Things Are

Sendak, M.  (1963).  Where the wilds things are.  New York, NY:  Harper Collins Children's Books.

"And now," cried Max, "let the wild rumpus start!"

I still remember these words from when I was a child.  Many, many years later, they still bring a smile to my face.  I chose this book to see if it still resonated with me as it did so many years ago.  It did.

From the first pages where there are blank pages with minimal words, you are already prepared for Max and his rambunctious nature.  Using words like "mischief" readies you for Max to get into trouble.  As he frowns and scowls his way through the first pages, the stark colors and limited text the tone for Max to be isolated.  As he is banished to his room without dinner, most of us can sympathize with Max's punishment, as either a recipient or a deliverer of the sentence.  Almost immediately, Max's imagination begins to paint the setting for the remainder of the book. It becomes integral to the story.  Without the knowledge of Max being sent to his room and then the 'forest' that develops there, the story would not be as effective.  Knowing that Max is creating his world, complete with monsters, is central to the plot of this story.  Sendak uses imagery of forests, oceans and creatures to show the depth of imagination of a child in his room.  He even goes as far to give Max a sense of smell when his food has arrived near the end of the story.

The use of color in the "wild" areas of Max's kingdom, give the monsters depth and humor, while giving the landscape detail and texture.  The multicolored monsters and the varying types of skin, scales and feathers offer a wild look without being too scary.

The book is recommended for children ages 4 and up.  I think this is completely appropriate as it is not all that scary and Max "tames" the wild things' behaviors.  The beauty of this book, for young and old, is that it reminds us of several things.  One, there are consequences for our behavior.  If we act outside the rules, we can be banished.  Two, in our imaginations, we can create any world we want.  Max became king of his domain and he could make all of the rules.  However, at the end, we remember there is no place like home...and of course a good, home cooked meal.  This is a book to be enjoyed by all generations!

The Lion & The Mouse

Pinkney, J.  (2009).  The lion & the mouse.  New York, NY:  Hachette Book Group, Inc.


Growing up the child of an Elementary Education/English major, I was the guinea pig for children's picture books and of course, Caldecott award winners.  So, for this reflection, I went searching for a Caldecott Medal winner to review.  I found the 2010 winner, The Lion & The Mouse.  I was immediately drawn to the front cover of the book. 

Front Cover

Rear Cover

There are no words on the cover, nor in the book, and it had an incredibly detailed, large lion that filled the entire cover.  His eyes are looking to the right, or the back of the book, where there is the mouse, perched with large eyes staring back at the lion.  The eyes on each animal are filled with expression.  No words need to be spoken or read.  Their eyes tell you about their relationship and each face is full of detail that cannot be told in words.

The back-drop of the story is the African Serengeti.  There are watercolor drawings of all types of animals, including giraffes, zebras, elephants, and others,  The grasslands and the trees are drawn in a way that make them the background, but very much a part of the scenery.  The two main characters are easily recognized by students and could be appropriate for children first grade and below.  The plot is progressive as it introduces conflict between animal and animal, such as the owl and the mouse, then later between the mouse and the lion.  It further exemplifies person against society as the lion is pursued by humans.  Although this is a classic telling of Aesop's fable, the fact that it is wordless gives the reader the control of the story.  It allows the reader's imagination to drive the story.  After the initial conflict between the mouse and the lion, the reader is unsure of what further conflict can occur.  But, soon enough the reader is aware of a bigger problem for the lion. 

The detail and expression drawn on the mouse and the lion tell the tale eloquently.  Although no words are exchanged, the knitted brows and illustrated roars and squeaks speak volumes.  There is lots of action on each page and would keep the student engaged and turning pages.

As a fable, this story lends itself to the lessons learned and the big questions of WHAT if.  What if the lion had eaten the mouse?  What if the mouse had not cared enough about the lion to help him?  How is is that something so small can help something so big?  It can be useful on the idea of friendship between unlikely people, helping others, not being judgemental and countless other moral issues.  It is a timeless story, beautifully illustrated and I would highly recommend this read!

A Ball for Daisy

Raschka, C. (2011).  A ball for Daisy.  New York:  Schwartz & Wade Books.

A Ball for Daisy is a wordless children's picture book about a dog and her ball.  In the progressive plot, we see Daisy's routine and her love for her ball.  However, conflict arises in the form of dog against dog.

Reading a book without words takes some getting used to.  It is an appropriate book for younger children.  Preschool and kindergarten students could 'read' this book without assistance.  However, it would be a good book to be read to a class, discussing what's happening with Daisy in each scene. 

Having won the 2012 Caldecott Medal, I chose this book with expectations of incredible illustrations.  At first glance, I was somewhat disappointed.  The colors are somewhat muted, with lots of grays, black and yellows, with the occasional burst of red in the form of Daisy's ball.  The sketches are very free form and hazy looking.  However, after reading through the book again, I began to notice that Daisy's emotions are very visible in the sketches.  Without words, the pictures must tell the story.  That is the case for Daisy.  You can sense her excitement, disappointment and curiosity much like a child would with their own pet.  Her facial expressions tell you the story.  I can remember our puppy acting the same way over a new toy or a lost one. It's easy for students to relate to this if they've ever had a pet or watched an animal with their favorite toy.

This book would be an excellent way to discuss feelings with young children.  Students could see Daisy's happiness, her sadness, and how she deals with disappointments.  The book also deals with sharing and encountering new friends.  Students could deal with questions such as HOW does Daisy feel after meeting the new dog?  WHY is she so sad?  WHAT happens to make her sad?  WHAT happens to make her happy? 

I would recommend this book to young children, especially those interested in dogs.  It would be useful in a unit on feelings and dealing with disappointment and meeting new friends.  It's an easy book to read to a class and can allow students to make predictions about what will happen to Daisy and her ball.  Overall, it's a good book with excellent facial expression drawings and a lesson to be learned. 

Hello to everyone in REOL536!

Colonial Williamsburg being "shamed"

Hello everyone!  I am Christa Osborne and I am currently enrolled in the MAT program at UC, with concentration in Middle Grades Science.  I graduated from the University of Kentucky in 1995 with my Bachelor's in Biological Sciences.  Since then, I have been in the corporate world of security, a freelance Visual Management designer, a small business owner, and a banker.  I am currently the Operations Admin for a local financial institution.  I oversee the disaster recovery program there.  If there's a disaster to prepare for, I'm your girl!
However, my most important job is being a mom.  Eleven years ago I was blessed to become the mother of a most precocious little girl.  She keeps me humble and makes me laugh.  She is a sixth grader now and reminds me of the craziness that comes with middle school and the start of the teenage years!  She's a barrel racer and a straight A student and I could not be more proud.

After life changes including divorce and a complete career loss, I began my graduate program in the fall of 2010 as a way to investigate if teaching was an option for me. I have enjoyed my classes at UC and I am a few classes away from graduation now.  At this point, I'm still unsure of how I'll use my education, but I'm enjoying the opportunity to be here.  And now...I have some more reading to do!