EDRG 3321 Entry 11

My dinner party guest list would consist of Babe Ruth, Jackie Robinson, Beverly (mom), Penny (wife) Jamison, Mike, and David from the class. It would be a simple barbecue type menu including hamburgers, hot dogs, chicken and lots of beer (For the Babe of course). I think the conversation in part might go something like this;



BJ: Okay, foods done everyone come over and serve yourself.

BR: Dibs on the beer.

PJ: No dibs at dinner.

D: No hogging the beer, babe.

M: Yeah, save some for us less robust people.

BR: Hey, I'm not fat I'm big boned.

JR: Yeah, Babe you tell em. Ha ha.

BJ: Your not fat Babe, your pleasingly plump.

BR: It;s not my fault there were no steroids when I played.

PJ: Like you would have had time to juice with all that drinking and womanizing going on.

BJ: I heard you had problems just showing up at the ballpark on time to warm up.

D: Ha, I bet you had to be up by noon to play in those day games.

M: Ha ha.

JR: If you'd spent as much time on the field as you did in the saloon you'd have been in better shape.

BR: Well kid, a man's gotta sleep sometime.

BJ: Quit picking on the Babe.

PJ: How many home runs would you have hit if you were on steroids, Babe?

BR: Dunno, maybe a thousand or more.

JR: Yeah right! Hank Aaron would have still broke your record.

BR: Maybe, maybe not.

D: What about Barry Bonds?

PJ: Cheater!

M: Yes, he was.

JR: Glad I didn't live to see that.

BR: Me too.

D: Hey Babe, did you really eat 23 hot dogs during a game?

M: Incredible.

BR: That's not true, it was only 18 or so.

BJ: Isn't that the year you went on the disabled list with an upset stomach?

BR: That wasn't my fault, those hot dogs were bad.

EDRG 3344 Entry 10

This is my first attempt at writing a narrative I can remember, since college in 1982. I would appreciate any constructive criticism you care to offer. I think it's finished, but please comment with any ideas/advice.
Thanks in advance;
Mark

Kindolura the Whale Shark

Hi, my name is Kindolura, but you can call me “Kindo” because all my friends do. I hope we can be friends after this little anecdote I am going to relate. I am a whale shark and at 45 feet long and 15 tons, the largest fish species on earth. In the ocean nothing much scares me because of my size and this is where my modest tale begins.

I was just swimming around the ocean last month, just looking for a little snack because my tummy was rumbling and when my tummy rumbles the whole ocean shakes ha-ha-ha. Enough about my rumbling tummy, it’s time I get on with my story. As I was saying before I started thinking about food. I was swimming around the ocean (looking for food, of course) when I felt a tug on my tail. I looked over my left fin and saw nothing. I looked over my right fin and there was nothing there either, so I started forward again. There was another tug on my tail so I sloooowly (I am so big it takes a long time for me to turn) turned around and could see my tail. I saw something that shouldn’t be there so I started to shriek.

Taking into consideration I’m really large, opening my mouth creates an enormous gap that almost anything could go in. As I was turning and screaming I heard a familiar voice blaring back at me. I opened my eyes (I close them when I’m scared) and saw my best friend Whitey the great white shark. Anyways, as we both were screaming, I noticed that I was getting closer and closer to him with my mouth wide open. Whitey saw it too which is why he was screaming. I started to close my mouth, but it was far too late. Whitey had slipped into my mouth with the rushing water. I could still hear him screaming, but now he was hollering for me to let him out. I looked at my tail and noticed the marks he left with his many teeth. I decided the time was right to teach Whitey not pick on someone bigger than he is.

Since Whitey required a lesson, I started to swim trying to ignore his piercing yelping. Swimming is quite hard with someone yelping inside your mouth. Have you ever had something screaming at the top of its lungs inside your mouth? I hope you haven’t because it sure is loud coming from inside there. It echoes like when you yell down an empty hole or a well and it gives you a very bad headache. I had to take two extra-extra strong aspirins to get rid of headache he gave me. Did you get it, heh-heh, the biggest fish on earth and extra-extra strong aspirins? I guess it is mostly fish humor so it is ok if you didn’t understand.

OK, back to the story. As I was saying, Whitey was screaming like crazy in my mouth, not because he was scared that I would swallow him, but because he is scared of the dark. I know what you’re thinking. How can a shark be scared of the dark? Well, we are like you in some ways. We have feelings; we get scared of things that we don’t understand. He kept on screaming and hollering for me to let him out until he lost his voice. The only reason I knew he lost his voice was because it got really quiet. When it went quiet, I decided to open my mouth and let him out. He came out crying, so I asked him what was wrong. Whitey told me that while he was screaming and wiggling in my mouth he lost a tooth.

Now, not many young people know that most sharks have 5 rows of teeth, and if one is lost it’s replaced by one from the next row. Since a new tooth grows in last row of teeth, sharks never run out of teeth. I told Whitey to stop crying and that a new one would replace it soon. He said he knew that, but until then there would be a space between his teeth. He was concerned that his friends would laugh at him. I asked him to open his mouth, but he refused. Since he was being uncooperative, I made him yell again by pinching his fin. As soon as he yelled, I looked in his mouth. I really, really, wanted to laugh at the space between his teeth. I bit my lip and told him it didn’t look so bad. He said it did so and that his friends would laugh at him. I told him that I was his friend and I wasn’t laughing. He looked at me to see if I was trying not to laugh. I tried looking like I wasn’t holding back the laughter. Luckily, he believed me. Thank goodness, because if he didn’t believe me there would have been no stopping the tears. Whitey’s teeth are very sharp strong teeth, but mine are bristles that trap tiny fish so I rarely lose a tooth.

While we were talking, Whitey smiled and I saw the new tooth had already moved into the gap replacing the lost one. I laughed and said Whitey your tooth is back! He started to swim swiftly around me, joyfully. At that point, I asked him why he tugged on my tail in the first place. He said he just wanted to have some fun and didn’t realize it would scare me so. I told Whitey that I’ve been very jumpy since I experienced an up close surprise involving a boat.

That was a scary thing. I was swimming along minding my own business and looking for food, of course. I happened to look up and saw this long white thing. At first, I thought it was Whitey, but it didn’t have his tail. I swam closer to it and it was making this funny humming noise from its backside. I got a little closer and saw that what should be a tail was spinning and humming.
No sharks or fish that I know make that kind of noise or move their tail like that, so I started to turn around. Being slow in my movements the boat was a little faster then I was and it hit my dorsal fin as it went by me. Needless to say I never went that close to the surface again. You humans are dangerous when you are on those moving boats. Please when you’re out on the water, watch out other living creatures below you.

Thank you for listening to my little tale. It was fun to tell you. Remember to always keep smiling, even if you have a space between your teeth like Whitey had. Everyone has had that space at least once in their life. Now that we know each other a little I hope you will take the time to find out some more fun facts about sharks. The books you can get from your public library have many shark facts. If you look hard enough I bet you will see Whitey and I in some of the pictures they have. Don’t forget that we come in different sizes and sharps, so you can find out about all my friends and family.

EDRG 3321 Entry 10

What is Historical Fiction?

Historical Fiction has a setting and scene set in the past. The settings and characters are historically accurate. The work may include real characters and places, but the main characters and stories are fictionalized.

How can we use it in the classroom?

In the classroom, Historical Fiction can be used in several ways. It can be used to bring time periods to life, enrich social studies lessons, allow students to examine past day to day life, and to integrate curriculum. Texts with characters the same age as the students allow them to identify with the characters and the time period involved. It can pique the students’ interest of a particular time period and bring history to life in the classroom. Students can also come to understand the problems faced by children during the time period the text relates to. When dealing with younger children picture books are the best type of historical fiction to use.

EDRG 3344 Bolg 9

Outline for Expository paper: Mark's Handy Dandy Guide to avoid Shark Attacks

HOW TO AVOID AN ATTACK

• Stay away from the mouths of rivers after heavy rains
• Swim clear of fishing boats. They often trail fish remains and blood, which can draw sharks.
• If you're bleeding, including menstruating, stay on the beach.
• If you cut or injure yourself in the water, get out!
• Steer clear of fishers.
• Avoid large groups of fish, seals, or sea lions.
• Stay away if you see large groups of dolphins and seabirds.
• Stay away from dead animals in the water.
• Avoid areas where animal, human, or fish waste enter the water.
• Stay out of the water at dawn, dusk, and night.
• Avoid murky waters, harbor entrances, channels, and steep drop-offs.
• Do not wear high-contrast clothing (orange and yellow are said to be risky colors) or shiny jewelry (which may appear to be like fish scales).
• Refrain from excessive splashing.
• Keep pets, which swim erratically, out of the water.
• Leave the water quickly and calmly if a shark is sighted.
• Do not provoke, harass, or entice a shark, even a small one.
• If fish or turtles start to behave erratically, leave the water.
• If you feel something brush up against you, get out of the water to make sure that you have not been bitten.
• Swim, surf, or dive with other people.
• Don't wander too far from shore.
• If you are diving and are approached by a shark, stay as still as possible. If you are carrying fish or other catches, release the catch and quietly leave the area.

Resourse: http://news.nationalgeographic.com/news/pf/45299341.html

Poetry Example:

Casey at the Bat

From The Sporting News of January 20, 1906
by ERNEST LAWRENCE THAYER

(A Ballad of the Republic. Sung in the Year 1888).

The outlook wasn't brilliant for the Mudville nine that day;
The score stood four to two with but one inning more to play.
And then when Cooney died at first, and Barrows did the same,
A sickly silence fell upon the patrons of the game.
A straggling few got up to go in deep despair. The rest
Clung to that hope which springs eternal in the human breast;
They thought if only Casey could but get a whack at that --
We'd put up even money now with Casey at the bat.

But Flynn preceded Casey, as did also Jimmy Blake.
And the former was a lulu and the latter was a cake;
So upon that stricken multitude grim melancholy sat.
For there seemed but little chance of Casey's getting to the bat.
But Flynn let drive a single, to the wonderment of all,
And Blake, the much despised, tore the cover off the ball;
And when the dust had lifted, and the men saw what had occurred,
There was Johnnie safe at second and Flynn a-hugging third.

Then from 5,000 throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It knocked upon the mountain and recoiled upon the flat,
For Casey, mighty Casey, was advancing to the bat.

There was ease in Casey's manner as he stepped into his place,
There was pride in Casey's bearing and a smile on Casey's face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt 'twas Casey at the bat.

Ten thousand eyes were on him as he rubbed his hands with dirt;
Five thousand tongues applauded when he wiped them on his shirt.
Then while the writhing pitcher ground the ball into his hip,
Defiance gleamed in Casey's eye, a sneer curled Casey's lip.

And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped --
"That ain't my style," said Casey. "Strike one," the umpire said.

From the benches, bleak with people, there went up a muffled roar,
Like the beating of the storm waves on a worn and distant shore.
"Kill him! Kill the umpire!" shouted someone in the stands,
And it's likely they'd have killed him had not Casey raised his hand.

With a smile of Christian charity great Casey's visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher and once more the spheroid flew;
But Casey still ignored it and the umpire said, "Strike two."

"Fraud!" cried the maddened thousands, and the echo answered fraud;
But one scornful look from Casey and the audience was awed.

They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn't let that ball go by again.

The sneer is gone from Casey's lip, his teeth are clinched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball and now he lets it go,
And now the air is shattered by the force of Casey's blow.

Oh! somewhere in this favored land the sun is shining bright;
The band is playing somewhere and somewhere hearts are light,
And somewhere men are laughing and somewhere children shout;
But there is no joy in Mudville -- mighty Casey has struck out.

I would use this entertaining ballad as a classroom introduction to poetry. It was my introduction to poetry during elementary school and almost 40 years later it still makes me smile. There are many different versions including numerous online videos, but I like the old fashion recital as the delivery method.

This poem uses the sport of baseball to inspire the emotions of hope and later dispair in the listener. It promotes the larger than life Casey as the ultimate hero who suffers failure at his biggest moment.

There are a number of classroom activities you could use with the poem:
From having students write down their impressions of the major characters to designing a headline for the Mudville sports pages.
Some activities can be found at: http://www.montgomeryschoolsmd.org/curriculum/Socialstd/FT/Casey_Act.html

EDRG 3321 Blog 9

Super-sentence on Contemporary Realistic Fiction.

Contemporary Realistic Fiction Books have plots, characters, and settings, based on the problems, dilemmas, and ups and downs of life in today's world, engaging the reader because they may have or could face similar problems.

How can we use this genre in the classroom?

Contemporary Realistic Fiction can be used in the classroom in a number of ways. Children like reading about characters their own age because they can relate to them. Characters in these stories are likely to have similar interests and face similar problems to those faced by the reader. As the characters experience feelings and desires the readers can come to understand that their feelings are not unique and they are not alone in what they’re going through.

Reading about children overcoming problems can instill hope and help children overcome their own problems. Children coping with pent up emotion, anxiety, and fear can take some relief from stories with similar circumstances. Certain stories can make children realize the evils of abuse and bullying. It can open avenues for discussion allowing children can talk about their feelings. Contemporary Realistic Fiction can also provide children with hours of reading enjoyment through pleasure and escape.

EDRG 3321 Bolg 8

Extra Credit Poem

Ocean Hunter

My life is the hunt, my hunger endless, voracious, and vile.
My dorsal splitting the water is feared more than my toothy white smile.
My names’ Great White, Hammerhead, and Bull, foretell stoutness and guile.

My clan is born in countless different shapes, sizes, and forms.
We can hunt alone or in numbers as ravenous packs and swarms.
Sailors for centuries have feared me more than ocean storms.

I’ve been dreaded by those who traverse the sea for countless years.
In my era, I’ve witnessed more than a lifetime of sailors’ tears.
Featured in “Jaws,” I’m the entity of children’s scary nightmares.

I am shark, the most feared predator inthe deepest oceans blue.
Spotted by my prey they flee, but they know it’s time to bid adieu.
It’s only a matter of time before I have something juicy to chew.

EDRG 3344 Blog 8

What is a narrative? Explain the Components.

1. Narrative writing tells a story or part of a story. The story can be true or made up. It’s normally written in first person.
2. The story shows a sequence of events occurring over time. The length of time isn’t important, but provides for a sequence of events.
3. The narrative must contain a clear beginning, middle, and ending.
4. The story should be designed to appeal to an audience other than the writer.


Explain the Writer Workshop Experience.

1. Students are divided into groups of 3-5.
2. In turn one person at a time reads their work while the others listen. Their writing should be put away so they aren’t tempted to look at it until it’s their turn to read.
3. Following the student reading the others provide feedback using the “sandwich theory”. One at a time, the listeners make comments. The first comment is positive in nature stating what they liked about the work. The second is a question or suggestion designed to improve the writer’s work. The third comment should also be positive statement designed to help the writer. The comments should address word choice and character/events development.
4. After everyone has commented the next person in the groups reads their work and the steps repeat.
This workshop usually occurs while the works are in draft form and before the writer revises his paper.

Discuss the process and “sandwich theory”.

I thought the process worked really well in our classroom. Most of the comments about my story were positive and I felt my home group thought it was amusing to listen to. It also gave me a chance to reflect and focus my thoughts on the story allowing me to realize I didn’t have an adequate ending.
The “sandwich theory” method of critiquing a person’s work ensures that most of the comments are positive. It provides the writer with confidence and a peace of mind type feeling when sharing work with others. I think it’s important to try and keep critique positive especially when dealing with children and young adults.

EDRG 3321 BE 7

Multi Genre Project Outline

Topic: Sharks 
§110.6. English Language Arts and Reading, Grade 4
8)  Reading/variety of texts. The student reads widely for different purposes in varied 
sources. The student is expected to:
(C)  read for varied purposes such as to be informed, to be entertained, to appreciate 
the writer's craft, and to discover models for his/her own writing (4-8).

Narrative: Short story about a whale sharks encounter with a great white shark.

Persuasive: PowerPoint type essay/lesson to convince that the Shark is the perfect ocean life form.

Descriptive: Poem

Expository: Undecided: Leaning towards a shark's menu, but they eat just about anything and everything. Maybe an identification guide.

EDRG 3321 BE 7

What is Modern Fantasy?

Modern Fantasy is literature in which the author alters one or more aspects of everyday life. The author may create and entirely new world as in Tolkien's The Hobbit or they may give a normal character extraordinary experiences in the real world. Some novels start out in the real world and propel the characters into a fantasy setting Chronicles of Narnia style. In one form or another fantasy authors allow readers to enter imaginative realms of possibility. In all cases the main characters experience grand adventure in a rich imaginative realm which is perfect to inspire enjoyment in young readers.

Design a unique activity for your book. Describe it.

A unique activity for the three books contained in the Dragonlance Chronicles would be an adventure mapping assignment.

Title: "Path to Victory"
Directions: The students would be provided with a map of the wold of Krynn (available because the books were adapted as a Dungeons and Dragons adventure realm). They will use them to mark on as the stories are read.
Steps: Students mark the companion heroes' starting locations and follow their paths throughout the world using a colored markers.
The advance of the Evil Dragon Armys can also marked using appropriate colors.
- Time lines for significant events/battles/character deaths are noted as they occur throughout the text. (Several beloved characters don't make it to the end of the story).
- Locations and inhabitants/cultures of cities can be marked.
- Introduction of new heroes and villains (there are many significant figures added throughout the novels).
- By the time the story mapping is complete the student will have experienced the fantasy world through reading and will have a visual overview of major plot events and a better understanding of the worlds geography and inhabitants.

EDRG 3321 BE 6

Traditional Literature (S.D. Sentence)

Traditional Literature by unidentifiable authors has been orally passed from generation to generation in a form of folktales, fables, myths, and legends, usually to entertain or teach, by all cultures in every corner of the world, since mans earliest beginnings.

How can you use Traditional Literature in a classroom?

Traditional literature can be used in the classroom in many forms. It is full of exciting stories, with valiant heroes battling and devious villains that are perfect for ripe, young, imaginations. Many tales can be used in comparisons between ancient cultures. My mentor Language Arts/Reading teacher at McNair Middle School, just finished using an entire section on tales from Greek Mythology. The students were extremely motivated and truly enjoyed the lesson. She is currently working on one involving Beowulf in which she is going teach a comparison between the story and a modern screenplay version. I think Traditional Literature can be used for one of its original purposes of teaching life lessons as well.

Will you use Traditional Lit in your classroom why or why not?

Personally, I will use Traditional Literature in my classroom. The stories have the ability to inspire young imaginations, foster creativity, and provide reading enjoyment. I think that these traditional stories can greatly increase the joy children experience from reading and getting them to like to read is half the battle. Some of the literature can be used to help students better understand foreign cultures. Our own folktales can be used to understand modern traditions the children experience in their daily lives. All in all, I love Traditional Literature and feel it can be a valuable asset in the classroom.

EDRG 3344 BE 6

Definition of Talk

The text book breaks talk into two categories aesthetic talk and efferent talk. Aesthetic talk is similar to aesthetic listening. It deals with the lived-through experience of literature. Students use aesthetic talk to respond to literature and to deepen their understanding of the books they are reading.

Efferent talk is used by students to inform and persuade. They use efferent talk in conversations during an activity called theme cycles. There are four other types of efferent talk and they are: show-and-tell, oral reports, interviews, and debates. These activities are more formal requiring the children to prepare and rehearse before presenting in front of an audience.
Conversations and dramatic activities are also identified as types of talk activities in the text.

Why is talking Beneficial in the classroom? Give examples of talk in the classroom.

Talk is a necessary ingredient for learning. Students talk in informal conversations as part of all four instructional patterns. It allows children to share ideas, ask questions, and respond to classmates’ comments. Research shows that students benefit from participating in talk activities for both social and academic purposes throughout the school day. Aesthetic talk is used in Grand Conversations when responding to books and to deepen learning. It can be used for storytelling and readers theatre activities to present stories. Students use efferent talk as they participate in instructional conversations, show and tell, oral reports, interviews, and debates.

EDRG 3321 Blog 5

What are picture books? When can you use them? How? Are there any limitations?

Picture books are created so that pictures are more important than words. The stories are brought to life entirely using pictures, or with text providing only secondary information. I think picture books can be used at the pre-K to middle school level. Although I can think of some higher level assignments such as writing story to accompany the pictures, I wouldn’t use picture books beyond middle school. I think high school students would identify them as lower level books and balk at any assignment you tried no matter how good it might be. Picture books are especially helpful for learning and novice readers. I don’t believe there are any limitations to the use of picture books in early grades.

How do you evaluate or select a picture book? What is the process?

When selecting a picture book, you must consider: accuracy, illustrations, stereotypes, appeal, theme, and purpose. Attention should be paid to the student’s interests, and age/reading level. Make sure any text matches the illustrations. Most of the same standards for selecting books to read apply to picture books.

What are my personal views on picture books? Like, dislike? Why? To use, or not use? Why?

I like picture books. As stated above, I’m not crazy about them for older children and adults, but I really like them for beginning readers. There are a tremendous number of choice picture books available today. Many are designed for very young children. They come in many variations that appeal to different audiences. Picture books can be designed to be used as learning tools, such as alphabet books, math books, and concept books. For parents with young children beginning to read picture books in the home are a must. Choices of subject matter and content are almost limitless.

EDRG 3344 Blog 5

The Four Types of Listening:

Discriminative; Pick and choose from the information provided based on your interest. Process is similar to studying text and paying attention to bold faced print.

Aesthetic; Listening for pleasure/enjoyment. Process is similar to silent reading for fun.

Efferent; Listening for information. Process is similar to note taking or looking up answers.

Critical; Listening carefully for instructional information. Very close to Discriminative. Process is used during a debate or to form concepts.

The most difficult part of the debate was trying to focus on exactly what the opposition was trying to tell us. It’s hard to formulate a response in a short period of time when you’re not an expert in a subject. I tried to listen critically and formulate a response as the person was presenting their points. During the process, I used most of the listening types at one point or another. Once the opposition played the obesity card in response to one of our argument I found myself listening for enjoyment more than critically. I think it was due to the fact the debate was about candy and obesity was a decent response for any argument put forward by either group.

My favorite “teacher talk” line from chapter 2 of Choice Words is: “Remember the first week when we had to really work at walking quietly? Now you guys do it automatically!” The book talks about drawing attention to changes in children’s learning histories and establishing their learning futures. I like the idea of complimenting children and reinforcing positive behavior whenever possible. Many of my teachers let good classroom behavior and accomplishment go unnoticed, but never failed to admonish a student for negative actions.

EDRG 3321 blog 4

International Literature is a book or literature originally published in a country other than the US (in the language of that country) and then republished in the US. There are two categories of International Literature: Books originally written in English, but in a country other than the US and Books originally written in another language and later translated into English.

Multicultural Literature is different from International literature because it represents distinct cultural groups through accurate portrayals and rich details. In order to be authentic, the author must be part of, extremely close to, or very knowledgeable of the culture (s)he is writing about. The ability to obtain authenticity diminishes as the author’s knowledge and experience distances him/her from a culture.

Both International and Multicultural Literature are important to the classroom. They allow children the opportunity to learn about our global neighbors and their cultures. They foster global perspectives and knowledge. Children who are part of the cultures being studied are provided with a sense of pride and belonging. The texts often reflect the diversity found in today’s classrooms.

There are many activities that can be used with International and Multicultural Literature. Children can study the characters, settings, themes, language, and illustrations contained in the works. This can be accomplished through Book Talks, Read Aloud, Plays, written journals, culture comparisons, and in many other ways.

EDRG 3344 Blog 4

Dear Sun,

Thank you for your warming rays and bright light that makes each day of life possible. From the very beginning you shaped me. Everything here is possible due to your gargantuan, size and radiant, brilliance. You influence my tides and seasons providing summer’s warmth and winter’s cooling. Your gravitational pull allows me stability. Due to your presence, I’m blessed with food, water, and oxygen, teaming with life of many types. Without you, I would be a boring, cold, dark, and desolate rock floating forever through the depths of space. Thank you, so very much, for providing my existence and purpose in the universe.

Love You;

Earth

Capable writers write for their audience with a purpose and use the appropriate form of writing. They utilize the writing process with a clear goal in mind. They examine peer response and use self assessment to examine their own work. Capable writers are able to differentiate between the genres and use a variety of different strategies to achieve the desired response from their audience. They postpone editing their work until the end and are able to judge its quality.

EDRG 3344 BE#3

The reading and writing processes are similar. They are both processes which allow people to negotiate meanings in order to understand or create an interpretation. Louis Rosenblatt’s Transactional Theory takes into consideration not only the message of the text, but also the reader’s interpretation based on past knowledge. The reader’s interpretation blends with the text’s message to form what he calls a “poem” or new meaning.

The reading process consists of 5 stages: Rereading, Reading, Responding, Exploring and Applying. Rereading consists of setting the purpose, recognizing prior knowledge and previewing the text. Reading is self explanatory and can be accomplished in many forms. Responding can be writing in journals, activities, or making observations. Exploring is completed by rereading, examining the author’s methods or focusing on vocabulary. Applying is when the reader understands the value of the text and is able to use the knowledge.

The writing process also consists of 5 stages: Prewriting, Drafting, Revision, Editing and Sharing. Prewriting is used to organize thoughts. Drafting is used to put initial thoughts on paper. Revision is used to elaborate and adjust wording and structure. Editing is where grammar and spelling issues are addressed. Publishing is the sharing or displaying of the work. It is also an opportunity to instill pride in a student for his / her work.

My earliest recollection of using the writing process occurred in the early 1980’s while attending the University of Maine. I remember taking a critical written expression course in which similar steps were repeated to us over and over again. The instructor forced us utilize the steps during class to complete papers.

During my Air Force career, I was required to write a great deal. I’ve written many varied types of documents from police blotters/incident reports to Operating Instructions which are similar to regulations. I supervised numerous people over the years and was responsible for completing both military and civilian performance reports. Late in my career, I was tasked with writing Physical Security inspection reports about visits to subordinate units.

Most of my writing experience has been in a professional capacity for the Air Force. I attended three Professional Military Education schools, all of which had a writing block. Since returning to school, I’ve felt the military writing experience has put me at a disadvantage. Most of the military writing was either directive in nature or in a unique government style quite different from the civilian world. The government style tends to be overly wordy, passive, and boring. Upon returning to school, I learned that I’ve developed some bad writing habits.

EDRG 3321 BE. #3

Describe how to effectively evaluate books for Children. Is it Value based?

Books selected by a teacher should provide balance and meet the objectives of the Literature program. The Literature program should help students; realize reading is entertainment and can be enjoyed forever, acquaint the child with their literary heritage, understand the formal elements of literature and lead them to prefer the best literature available, understand themselves and humanity, and help them evaluate what they read.

During the class exercise we used a list of Evaluation Criteria questions for pg. 75 of the text to evaluate a book read by our home group. I found the questions to be opinionated. A person’s values can play an enormous role during their evaluation of a particular book. Literature evaluation can be very subjective and it’s important to be as aware as possible of the cultural beliefs and background of students. There are many “hot button” topics and “stereotypes” that should be avoided when selecting material for a classroom.

The evaluator must take into consideration the way the author uses plot, characters, setting, theme, style, and point of view in the manuscript. Quality stories require believable, well developed characters and plots. The main characters must face some sort of conflict that’s not easily overcome. Most importantly the elements of the story should blend together to seem real to the reader.

Why do character/setting analysis on children’s books? What did it accomplish?

Character analysis helps us to see if main characters are believable and lifelike. It allows us to track the characters development and see how they change throughout the story. These elements are important to ensure an enjoyable, believable story. It can also help us determine if a child will be able to place his/her self in the shoes of the character while reading the story.

The setting allows the reader to experience the stories location in time and place. It can be used to set the mood of a scene of a shift in moods. Used well, the setting helps the reader experience what the characters experience. It also makes the characters’ values, actions and conflicts understandable. The setting analysis helps to identify quality, believable books during the evaluation process. It can also allow you to identify possible areas of concern that may require a backup plan for students whose beliefs prohibit them reading the material.

EDRG 3344 BE#2

A summary of chapter #4: Emerging into Literacy.

Emergent literacy is based on research about how children learn to read and write. It has replaced the traditional approach. As children learn about words they learn to recognize words associated with context before moving on to printed words in books. Understanding phonics is extremely important for children learning to read.

There are three development stages to both reading and writing: emergent, beginning and fluent. During the emergent (foundation) stage children start to understand the communicative purpose of print. They notice environmental print, can dictate stories and reread predictable books. They start to decode words in the beginning stage by making use of phonics and correspondence. In the third stage, fluent reading children have learned how to read. They recognize most words quickly and can decode others quickly. Fluent reading should be reached by the third grade.

Young children’s writing develops similarly to reading. During the emergent stage they make scribbles to represent writing. They learn to line up the scribbles top to bottom, left to right like letters and eventually can their tell you what the writing says. The beginning stage signals the child’s growing understanding of the alphabet. Children use invented spelling to represent words and as they learn about phoneme-grapheme correspondences, their writing approximates conventional spelling. They begin to write sentences and experiment with capital letters and punctuation. When they transition to fluent writing, children begin to write in paragraphs and vary their writing according to genre. They use mostly correct spelling, punctuation and capital letters.

What this means to me:

It’s important to understand how children effectively learn to read and write. The information provided in this chapter can be used to create better, more effective lessons and activities to develop the child’s skills. I especially like the ideas of using minilessons during literature focus units, workshops, and activity times. I never realized or thought about the importance of phonics in reading and writing prior to reading this chapter.

What it means in the classroom:

Teachers must use strategies like shared and guided reading to help develop the children’s skills. Beginning readers require books written at an appropriate level of difficulty in order form them to be successful. Interactive writing can be used to teach concepts about print, phonics, spelling, high–frequency words, and written language. Minilessons about reading and writing topics can also be used. Minilessons are effective at teaching how reading and writing convey messages and how children behave as readers.

Blog #2 EDRG 3321

A summary of chapter #2: The History of Children’s Literature.

Milestones in the History of Children’s Literature:

Oral tradition occurred long before recorded history. Stories were used by people, family units, and tribes to pass on traditions, beliefs, and values to the young. These tales, like early printed books were not developed specifically for children. Prior to the mid 1400s printed books were rare and expensive. Hornbooks, some of the earliest books used to teach children were developed in the late 1400’s. Hornbooks remained popular into the mid 1700s until replaced by the battledore, a lesson book made of folded paper and cardboard. Chapbooks, sold by peddlers for pennies in markets and fairs were the 1800s most popular reading material for children.

A few authors wrote children’s books before the mid 1700’s, but the 1740’s is commonly regarded as the time when the idea of children’s books began in Europe and North America. The middle class became larger and stronger allowing more people the time, money and education necessary for reading. A growing emphasis on family life and a change in the beliefs about children led to more and more books written not only to educate but to entertain children.

Standards for Evaluating Young Adult Literature:
Books for young adults should have high quality literary standards. Fictional literature should have believable plots and conflicts and characters who overcome problems that are believable to the reader. Nonfiction works should provide inspiration, motivation or instruction. It’s important to ensure books used to provide instruction or information are current and up to date.

The History of Censorship:
Censorship has always existed. It is most often based on the social, religious or political value structure of the dominant culture or society. Censorship has changed throughout time as the value structure has changed.

Children and the Family in Children’s Literature:
A child’s place in the family and social attitudes has changed a great deal over time. Books written or adopted for children have reflected the child’s place, the social attitudes, and the typical family of the time period. As these views change so do the books.

What this means to me:
The information provided in this chapter has allowed me to reflect upon some of my own experiences in school. I remember reading books like Tom Sawyer and Animal Farm for school assignments. The information has made me more aware why certain books are selected and others are not. The chapter also provides important criteria for use during book selection for the classroom.

What it means in the classroom:
In the classroom, I think teachers need to constantly evaluate the materials in use to ensure they meet the standards from this chapter. Books that may have been useful and appropriate 30 years ago (when I started High School) may no longer fit the bill. Classic books are probably safe, but all other reading material requires constant evaluation

EDRG 3321 BE. #1 Values

Brief Summary of Chapter 1 notes:

Literature is written for many reasons. It can be used to entice, motivate, or instruct. The written word has the ability to open doors to discovery providing hours of adventure and enjoyment. A person’s love for literature should be established early in life. Children who become literate often view reading and writing as activities from which they receive information and enjoyment. They find writing is also a way to communicate with others.

Literature can be used as a way to promote child development. As each child progresses through the stages of development appropriate literature can be found for each. Understanding the types and stages of child development is useful for anyone who works with children.

The stages of development are Language, Cognitive, Personality, and Social development. All children develop at different rates, but must pass through each stage as they mature. Language Development begins during the child’s first few years. It develops quickly with the first words coming at around age one. By 18 months the child begins to put words together. Speech becomes more complex by three and by four or five years old they can produce grammatically correct sentences. Oral development leads to reading and then writing for the child. Cognitive Development involves factors that help children remember, anticipate, integrate perceptions, and develop concepts. Personality Development is how children learn behavior, values, attitudes, and reactions to other people. Social Development involves the child acquiring beliefs, values, and behavior of the society. As they mature they learn what’s acceptable and unacceptable amongst their peers and amongst adults.

Part 2: Values. What is a value? What is the most important value to you and why? Where did you learn this value? Can you teach this value? How do you?

Values make up personal beliefs that are important to us as individuals. There are an infinite number of values that people find important. The importance an individual places in a particular value depends on that individual’s upbringing and life experiences. Many values that are important to someone at one stage of their life may change or be replaced as the person gets older and gathers more life experience.

I consider respect the most important value. Without respect for yourself it’s impossible to live up to your potential as a human being. Respect for others is just as important. When demonstrating respect for others you treat them as you would like to be treated. It involves treating others fairly, with courtesy, and dignity. You strive to look past personal differences and prejudices to solve problems in an adult manner without insults or violence. It allows us to never purposely ridicule, embarrass, or cause harm to others.

I learned respect from my family and it was reinforced at the Elementary School level in the Department of Defense School system. I believe you can teach respect through day to day interactions with students and other adults. The subject of personal values in general can be taught by action and/or addressed as a lesson in the classroom. Initial values will be learned from a child’s immediate family, but can be molded and added to during Social Development, through interaction and classroom instruction.

Blog Entry #1 for EDRG 3344

Part 1: How do students learn?

There are many different theories on how people learn. The textbook uses Swiss psychologist Jean Piaget’s constructivist framework. His theory tells us that children acquire knowledge as they experience new things. As a child experiences new information the information is stored and organized in the brain. This organization is referred to as the cognitive structure. Category systems are called schemata. As the child learns something new the existing schemata grow or new ones are created.

The process of learning itself occurs through the process of Equilibration. If the child encounters something he or she doesn’t understand disequilibrium or cognitive conflict occurs. The child will be confused or agitated and will try to make sense of it. Either assimilation (new information is integrated into an existing schemata) or accommodation (existing schemata are modified or new schemata are created) will occur allowing Equilibrium to be obtained at a higher development level.

One important aspect of Piaget’s theory is that learning doesn’t always occur just because new information is presented. The information must be challenging, but not too difficult for the student to understand. Information that is too familiar will be quickly assimilated and information that is too unfamiliar cannot be accommodated.

As children age they develop a number of learning strategies that are problem solving mechanisms. Elementary level students develop a number of strategies for remembering material such as Rehearsal, Predicating, Organizing, Elaborating, and Monitoring. As a child acquires more effective means of remembering information they become more aware of their own cognitive processes allowing them better control.

Part 2: What are the six components of Language Arts? How does teaching Language Arts connect to how children learn?

The six components of language arts are listening, talking, reading, writing, viewing, and visually representing. The first two are sometimes neglected by elementary teachers because they feel the students should already understand them. Visually Representing combines aspects of the other language arts to create visual texts to share information learned.

Listening is a multi part process of which hearing is only one part. Children listen differently according to their purpose. When a child listens to a story they may only listen to obtain basic information about the story. Much like learning, children develop strategies and monitor their comprehension so they can listen more effectively.

Talking, like listening is a sometimes neglected Language Art. Talking is perhaps the most essential of the language arts. Students participate in response to literature, provide feedback to others, give oral presentations, and to communicate with the teacher and each other.

Reading is a process where children use strategies and skills to understand what the words they are reading. Students read to comprehend the material, but read differently when reading for pleasure then when reading to learn information. Students participate in five types of reading: independent reading, shared reading, guided reading, buddy reading, and reading aloud.

Writing is a strategic process just like reading. Students write stories, reports, and poems. They write in logs and create clusters. Informal writing is used to develop fluency. Writing can be used to improve handwriting and spelling.

Viewing includes visual media like films, videos, commercials, pictures and anything that can be viewed. There is a wide variety of visual media available to today’s student through the internet and in print. Viewing is much like reading and comprehension strategies are used to fully understand what they are seeing.

As I mentioned above, Visually Representing is process where student can combine several of the other language arts using video productions, computer programs, charts, or posters to create visual texts. The intended audience and purpose should be considered when doing so. These can be created to share information the student has learned with others.

Teaching Language Arts connects to how children learn because its components are the basics of what it takes to learn. When a child first starts learning it’s by listening and watching. Later, as the child learns to speak and then read the learning a process is greatly accelerated. As a child’s language arts skills improve the capacity for learning increases.