Pablo Cantu
LSSL 5360
Textbook Assignment #5
November 12, 2016
LSSL 5360
Textbook Assignment #5
November 12, 2016
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What You Already Know About the Topic
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What you learned about the topic
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What you still need to learn about the Topic
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How do you plan to share what you learned?
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View the following YouTube Videos:
A) Genres and Formats, B) Building a Community of Readers, C) Evaluating Non-Fiction, D) Evaluating Picture Books and E) Why we share literature with kids.
Item (A) Genres and Formats will be done using the KWLS format. The rest will have a brief summary since they have already been reported on in previous assignments.
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What you already know about the topic?
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(A). In regards to genres and formats, I am really not sure what I know about each one. I believe that a genre is a type of category for a book. I would think different genres would be mystery novels, sci-fi novels, and romance novels. In regards to format; I would think that meant the way there were written. What style was it done? This would include in poetry form, graphic novels, or third or first person.
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What you learned about the topic
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(A) As in the previous assignments, I learned quite a bit. I learned what genre can be basically split between Fiction and Nonfiction. Fiction can then split into subgenres like Realism, Historical, and Fantasy. Realism would then be broken down to realistic both modern and contemporary.
Fantasy can be broken down into subcategories of Traditional and Modern. Traditional would then be split into folktales, fables, fairy tales, legends, and myths. While Modern would be split into Science (both Hard and Soft) and Fantasy (High and Low). Hard Science stories is where science is the main part of the story; while soft science stories the characters play a major part with science still being a part of the story. High fantasy is where a new world is created and the language from that world is also created. Examples of high fantasy would be Game of Thrones and Lord of the Rings.
Low fantasy stories are more down to earth, with an example being talking animals as in Animal Farm.
Nonfiction can be split up into Informational NonFiction which includes, Biographies, Narrative Nonfiction, and Expository Nonfiction. Under biographies, we have autobiographies and memoirs. Most believe that autobiographies and memoirs are the same, but the do differ. Memoirs deal with a portion of a person’s life; while autobiographies deal with their whole life span. Narrative nonfiction deals with stories of a person or event but is written in a way that they are telling a story. While expository nonfiction is mainly facts.
Some people might believe that Chick lit, mystery, guy reads, horror, sports, war, classics, humor, dystopian, and action adventure are genres; but they are not. There are subjects and categories.
Format is the style of which a story is written. Examples would be poetry, drama, novels, chapter books, short stories, picture books and graphic novels. An example is Meet the Dillards; where the genre of the book is low fantasy, but the format is done in a picture book.
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What you still need to learn about the Topic
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There is still a lot I need to learn; I have to change my way of thinking. Because I was always thinking that poetry, crime, and war were types of genres, but they are not. These are just categories. I need to practice what I have learned by looking at the different books and finding out what genres they fall into. This of course, will take practice, but that is why we are always learning. I almost positive, I have the idea of what format means, but I just need to practice somewhat to gain the experience that is needed.
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How do you plan to share what you learned
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A) I plan to share this new found knowledge, by creating flyers with this information for my teachers at the High School where I work. That way they can share this new knowledge with their students. The students and the faculty will be more informed and will use the correct terminology when talking about different books.
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Summaries
Building a Community of Readers
It takes trust and a while to build. The following is what was learned.
a) There are real books in the school. A school library that has a quality collection correlates to higher test scores. Classroom libraries help students improve their scores as well. Also the number of books in a child’s home correlate to how successful they will be at school.
b). Read aloud occurs regularly. This is from kinder to high school aged kids. Sometimes kids need to hear how a word sounds. An example of this was said in how to pronounce Hermione from the Harry Potter Books.
c.) Sharing books with kids in large, small groups, as well as an individual. An example is to let kids know how to train a dog; when they just recently became dog owners.
d.) Silent reading time at school every day. Students need to practice to become better readers. This is also a correlation to higher test scores. This might be a problem because Principals might see that this is wasted time that could be devoted to preparing a student for the state exam.
e.) Students should be able to check out books from the school library, public library and the classroom library. Students need to have temporary ownership. Especially where kids might not have books at their homes.
f.) Teaching models everywhere. The CATE, Math, Science, and Principals should be seen as readers, and not just English or Librarians.
g.) Choice. Students and kids need to be able to choose what book they want to read.
h.) Kids need time to talk to one another about what they are reading. This way they learn about different books.
It takes trust and a while to build. The following is what was learned.
a) There are real books in the school. A school library that has a quality collection correlates to higher test scores. Classroom libraries help students improve their scores as well. Also the number of books in a child’s home correlate to how successful they will be at school.
b). Read aloud occurs regularly. This is from kinder to high school aged kids. Sometimes kids need to hear how a word sounds. An example of this was said in how to pronounce Hermione from the Harry Potter Books.
c.) Sharing books with kids in large, small groups, as well as an individual. An example is to let kids know how to train a dog; when they just recently became dog owners.
d.) Silent reading time at school every day. Students need to practice to become better readers. This is also a correlation to higher test scores. This might be a problem because Principals might see that this is wasted time that could be devoted to preparing a student for the state exam.
e.) Students should be able to check out books from the school library, public library and the classroom library. Students need to have temporary ownership. Especially where kids might not have books at their homes.
f.) Teaching models everywhere. The CATE, Math, Science, and Principals should be seen as readers, and not just English or Librarians.
g.) Choice. Students and kids need to be able to choose what book they want to read.
h.) Kids need time to talk to one another about what they are reading. This way they learn about different books.
i) Response. Talking to others regarding different books and can take lots of forms.
j) Build Community to be able to foster the love of reading with our children to become life-long readers.
Evaluating Non-Fiction
Nonfiction has different styles and formats. The majority of our library is composed of nonfiction books. A good resource is the book Nonfiction for young adults: from Delight to Wisdom by Better Carter, Dick Abrahamson.
When evaluating nonfiction; we can use the following criteria:
a) What are the qualifications of the author? We can check their website for their background, do they have positive reviews, and we can always read the back of the book for qualifications.
b) Are the facts accurate? Unfortunately, we rely on the authors’ words. We can look at the different reviews, we can take a look at different books on the same subject and compare notes. We can also have kids read different books on the subject and see where the facts listed are the same or different.
c) What is the purpose and scope of the book? Is it written for older kids or younger kids?
d) We need to look at the organization and order in the book. How does it assist kids in finding answers in their book? We need to look at the Table of Contents and see if it is easy to understand and use.
e) What roles do the visuals (if any) play? Do they elaborate the text? Do they separate the text? Does it help them not be overwhelmed with the texts?
Evaluating Picture Books
First of I learned that there is a difference between Picture books and Picture Story Books. Picture books are mainly concept books and books that help with limited vocabulary. Picture Story Books are books where the text and the illustration combine in such a way that the sum is greater that the two parts alone.
When evaluating Picture Books the following criteria is used.
a) Is something significant said to the child? What is the theme?
b) Can the youngster follow the story better because of the illustration? Do the pictures enhance the text?
c) Is the audience for the book understood and respected? Or does the book condescend or talk down to the kids? This is usually prevalent in most celebrity children’s books.
d) Do the pictures enhance a greater character development?
e) What is the mood and tone of the book? Do the pictures add to the mood or tone of the story?
f) Look at everything that physical of about the book
1) The Cover. How does it introduce the book to the kids?
2) What happens when you take the cover off?
3) End Paper. Does it convey part of the story?
4) The Title Page. Does it give you a sense of what is going to happen in the story?
5) Binding. It is paperback, library bound, hardback, or a reinforced trade edition? This is important to know because we get an idea of how long the book will last. Books from a book fair are usually trade bonded and are not meant to last for years.
6) Size and Spacing of the illustrations
7) Text Placement. How different are the typeface and font? How does it make the story come alive? `
8) The spine. Does it have all the information that is needed?
9) The gutter. Does it flow O.K.?
10) The Paper. How good is the quality of the paper that is being used? Is the paper heavy so that it does not tear off?
First of I learned that there is a difference between Picture books and Picture Story Books. Picture books are mainly concept books and books that help with limited vocabulary. Picture Story Books are books where the text and the illustration combine in such a way that the sum is greater that the two parts alone.
When evaluating Picture Books the following criteria is used.
a) Is something significant said to the child? What is the theme?
b) Can the youngster follow the story better because of the illustration? Do the pictures enhance the text?
c) Is the audience for the book understood and respected? Or does the book condescend or talk down to the kids? This is usually prevalent in most celebrity children’s books.
d) Do the pictures enhance a greater character development?
e) What is the mood and tone of the book? Do the pictures add to the mood or tone of the story?
f) Look at everything that physical of about the book
1) The Cover. How does it introduce the book to the kids?
2) What happens when you take the cover off?
3) End Paper. Does it convey part of the story?
4) The Title Page. Does it give you a sense of what is going to happen in the story?
5) Binding. It is paperback, library bound, hardback, or a reinforced trade edition? This is important to know because we get an idea of how long the book will last. Books from a book fair are usually trade bonded and are not meant to last for years.
6) Size and Spacing of the illustrations
7) Text Placement. How different are the typeface and font? How does it make the story come alive? `
8) The spine. Does it have all the information that is needed?
9) The gutter. Does it flow O.K.?
10) The Paper. How good is the quality of the paper that is being used? Is the paper heavy so that it does not tear off?
Why we share literature with kids?
a) It’s fun. We are apt to engage to things that are fun.
b) Because it aids that acquisition of language and language development. If you read 20 minutes a day, 1,800,000 words are added to ones’ vocabulary. The more reading time increases the vocabulary of a child throughout the years.
c) It develops empathy. It develops empathetic bonds through reading books. Literature develops empathy. They understand how it feels. Reading fictional stories children more empathetic.
d) It supports lifelong readers. It helps create an unconscious delight. They do this by reading autobiographical. Reading stories about us. We need to see ourselves in a book. We also for vicarious experiences. To be looking how others are. We also read for philosophical speculations. We read to form opinions about things in their life. Either ethically or religious. And they read for joy and pleasure.
e) Literature develops the imagination. It makes you ask a question. What would happen if? Inventions come from the developed imagination.
f) It can transmit culture. We need to share cultural books on a regular basis and not just during heritage months.
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