What makes a good read aloud?: I think there are different strategies that make up a good read aloud. One, teachers being able to be comfortable with reading fluently and dramatically (in parts that require it). Also, having interactions with students, encouraging questions and thoughts. The first article we read discussed how to have an effective interactice read aloud and I think those seven components are so important to keep in mind

The connection between read alouds and Literature Skills: Read alouds let students be able to listen to the story being aware of specific sounds of words and letters. Also, let students put their speaking skills to work. Letting students discuss about the read aloud and the characters, plots, events pushes them to work on their speaking skills

“Interactive read-alouds: Is there a common set of implementation practices?”

• Read-aloud’s welcome students to the greatness of reading, listening, and develop new vocabulary.
• There are seven components of an effective interactive read-aloud that were identified in the research (pg. 10):

1. Appropriate books were selected
   • the teachers selected texts based off of the interests and needs of their students
2. Books were previewed and practiced
   • teachers looked at the books beforehand which allowed them to pause, demonstrate fluency, and encourage questions. Some teachers had sticky notes on the book to remind them of where to create interaction with students.
3. There is an established clear purpose
   • teachers reminding students why they were reading and listening to the certain text.
   • ex. a seventh-grade teacher reviewed the purpose of the lesson when reading out loud Holes, by reminding them that they were focusing on inferencing and prediction. (pg. 12)
4. Fluent reading model
   • teachers provided a model of fluent oral reading. They had few punctuation errors.
5. Annimation & Expression
   • the teachers were so animated during their read-aloud’s and changed their voices to differentiate the various characters and their emotions.
6. Discussing the text
   • allowing discussion about the book to happen before, during, and after the read-aloud so make sure students comprehend the text.
7. Independent reading & writing
   • connecting the read-aloud to independent reading or writing assignment.
   • ex. teacher provided students with a prompt and asked them to comment on it in their writing

Based on Table 1 on page 14 it is noticeable that 55% of the teachers were masterful in selecting texts, 29% established a clear purpose, and 46% portrayed annimation/expression. Most teachers did low on modeling fluent oral reading. Makes me wonder what can teachers do in additional to practice their oral reading skills to better their read-aloud’s…

“Talking back and taking over: Young children’s expressive engagement during storybook read-alouds”

• There are five conceptual categories the author set in order to describe the conversational turns that indicated expressive engagement
  1. Dramatizing: while reading a story dramatizing certain parts of a book can create students to engage by acting out that scene in the story.
  2. Talking back: students commenting back at what is about to happen in the story.
     • ex. Little Red Riding Hood the students shouted “You better watch out, Red Riding Hood! Don’t be fooled!” when Red Riding Hood meets the wolf
  3. Critiquing/Controlling: students being able to alter a part in the book, characters, plots, etc. and comment on it.
  4. Inserting: “students becoming one with the story” (pg. 478), they are able to insert themselves or others into a part of the text.
  5. Taking over: students taking a text and manipulating it for their own purpose.
• Students who make these types of responses see stories as a way to participate and perform.
• Children begin to dominate the text and take control over it from the teacher
• There can be variables that encourage and or discourage these kinds of responses: cultural context, individual reader characteristics, characteristics of the text, and teacher/classroom characteristics. (pg. 479)

Video One: Enjoyed watching this video because she did well making students realize that books which tell stories have a deeper meaning to it. For example, the book she used “No David” she describes how it is not just a book about a boy making bad choices but about a mom loving her child no matter what. I thought that when she was explaining to her students the difference between the two book examples she had, she could of mentioned that the “informational book” is referred to as non-fiction books and the “story books” as fiction books.

Video Two: I enjoyed watching this video the most thought this teacher did really well explaining the different poetic terms that students would come across in each poem they read, discussed them, and finding an example within the poem. The teacher reading the poem out loud was great because it lets the students listen to it while following along. I thought she did great overall maybe she could of had students mix up and talk to different partners to push students to get comfortable speaking to other peers they are not used to speaking to.

Video Three: This teacher did well overall with giving students the opportunity to chose their own book to share, teaching students to say “yes, thank you” after being asked to share, and allowing the child to read a page which can encourage the child to practice their reading skills out loud. But, I thought that the teacher could of had students elaborate more as to why it is important to reread not just because they like the story. She could of asked those students who stated that reasoning a follow up question like, “what happened that made you like the book?”.

Video Four: I thought this teacher did good modeling to her students what she expects to see when students get the chance to go back to their tables to work on their own writing and showing that details to the illustration is good to have. But, I thought her lesson might have been a bit to long which could of made her students lose track and become distracted. Also, when talking about her silly experience she stated “Me and Mallory” but, should of said “Mallory and I”. Even though these students are in Kindergarten it is very important to speak with good grammar.

“Help! What is Wrong With These Literature Circles and How Can We Fix Them?” by Lane W. Clarke, Jennifer Holwadel

This article helped me realize how a specific teaching strategy that is very good can have negative impacts in the classroom depending on how it is used.

I think teachers using literature circles in their classrooms not only for 6th graders but, also in the elementary grade-levels is a great way for students to learn how to socially interact with others. I don’t remember doing much of these in my educational years and thinking back to it is upsetting. I am a very shy person and maybe being exposed to group discussions about my thoughts and ideas of what we learned/read at a younger age could have helped me feel more comfortable with expressing myself in front of others.

I think a key part of the article was that the teacher realized that the literature circles were not working and willing to go above & beyond to make it work for her students instead of giving up. Students learn best when what they are expected to do is modeled which is why it is important for teachers to discuss about what literature circles are, what should occur in it, like Jennifer and her students brainstorming characteristics of a “good literature discussion”. Just like the minilessons they did in reference to the “membership grid”, which allowed students to answer general questions to show similarities between students and even differences. I found it great reading about giving students the choice of what to read because personally, I find it hard to keep engaged in a book that I find no interest in or cannot connect to. Students are not given many choices and letting them simply chose a book gives them somewhat of freedom in the classroom.

“The Nuts and Bolts of Teaching First-Grade Writing Through a Journal Workshop” by Lyn Wagner, Jennifer Grogan Nott, and Ann T. Agnew”

I liked reading this article because I was able to personally connect to it, I had the opportunity to observe a first-grade classroom a few years ago. I remember the students having to write “How To…” journals where they would write the steps on how to do something. Besides writing they were also given the opportunity to illustrate the action before writing about it. Similar to the article and how the students were given “a special type of paper for their journal entries: The upper half of the sheet has a large block of space for an illustration.” (pg. 23). After illustrating their ideas they would have the opportunity to write about it, share with others, reflect upon it, and get input from the teacher during conferences.

I found it helpful to have a visual of the daily schedule for the journal-writing workshop because it helps me as a future teacher learn how to time manage each part that makes up writers workshop.

Thrice Lesson Learned Annotations

Karlene:It was an eye opening experience for this teacher and also myself. Many times you don’t think about where they come from or what overly happens at home considering the students academics.
Some important outtakes that come from this reading is that every child we should be learning from because they are all different. They make us think differently and shatter our normal thinking. I found it really crazy that Aaron is teaching the people of the bar how to read and write.  

“Aaron’s mother offered a learning opportunity to my students that I could not. My experience did not give me the context or history to make it real for my students; Aaron’s mother could.” —- -This is crazy to think about for the future as one day I might be in the same situation.

Overall she states below how this has changed her and what she took out of it. In the end it was an eye opening reading and it’s important to think from your own point of view but also the child’s point of view.

“I discuss the factors that contribute to my ongoing transformation as a teacher and learner:

1. Being a keen kid watcher 2. Continually reflecting on my teaching 3. Reading professional literature 4. Engaging in discussion and debate with others 5. Journaling and writing about my experiences”

Heidi: This article amazed me, caught my attention, and was an eye opener as well. I found it amazing how one child was able to make this teacher question herself and her modes of teaching so quickly by just introducing her to his personal life.

I think an important message that came across throughout the article was that children not only come to class to learn but, to also teach us as educators new experiences/thoughts. Every child goes through similar and different experiences, they live in different homes where they are taught different customs. Due to this, as educators we should be more accepting of every child’s home environment and see the positives to it.

“Aaron comes over and whispers to me that it is a good thing that I am teaching him to read because they need him to read a lot here at the bar” (Norton-Meier 2)
–I loved reading this because it shows how her being an educator and teaching her students to read not only is benefitting the child but, also those people who are in his daily life. Aaron used his literacy skills to be able to help others who cannot read very well.

“I worry that he may come to feel that his world is bad, that his mother is bad, that all the things he has learned in the initial years of his life are meaningless. How will Aaron ever find success in this world of school when his freedom to live his life is judged as not good enough by individuals on the outside” (Norton-Meier 3-4).
–I think that our society judges each other so much and it is sickening. But, I find it worse that teachers fall in that category. Many teachers try to disregard and push away children’s initial experiences and the culture they grew up in. Children not being able to express their experiences and getting judged for them causes the student to feel ashamed of who they are. This can cause children to not be able to succeed in a classroom that allows these bad habits.

Overall, I loved reading this article because of how one child influenced this teacher and how this one experience caused huge changes throughout her career. Inviting Aaron to discuss his experiences provoked other students to feel comfortable with sharing their own. Aaron’s mother coming in to teach about racial slurs impacted the students a lot and showed that parents play a big role in a students life. I think it is important to note that no matter what kind of reading or language a child learns whether it is like Aaron’s experience at home or in school it is all influential and builds a students vocabulary and can help them succeed.

Jess: Overall, I found this article really powerful because of how one child could change a teacher. It just goes to show how as teachers, and even just human beings, we are still always learning and growing. To me this article showed how powerful kids are and that as teachers we have to understand that kids lead a life outside of their academics. Their home life does have a dramatic influence on their education and vice versa.

One quote that really stood out to me is “I tried many ideas but found that the most powerful lesson came once again from Aaron and his family, who reminded me that the parents and community can become our experts.”

This quote really stood out to me because, again, a students first teacher are their parents. Their home life does have a dramatic influence on their education including how they learn, what they want to learn, and what skills they have that they can grow and develop. That’s why to me including parents in the classroom and using the community is such a vital resource.

“Before Morning” by Joyce Sidman

Heidi: Looking at this book I was amazed with the illustrations because each page was filled with so much details in the pictures. The first couple of pages there are no words just pictures which I think is interesting and a great opportunity for children to imagine as well as think about what is happening. The book talks about how this child wishes the world could change before morning. Towards the end of the book the author talks about how the story is written as an innovation which is trying to invoke something to happen. I don’t think I have seen or read a story like this so it was very interesting to see this style of writing.

Commenting off Heidi (Karlene): I found it cool too that this book eventually turns out to be talking about the children’s wishes. At the end we find out that they want the world to change and for snow to appear before the morning!

Commenting off of Heidi (Jess): I also found the writing style very interesting because it allows children to use their imagination and create their own version of the story every time with guidance from the author. I also thought the author’s message was really powerful and thought to invoke for children.

Karlene: I think that this book would be good for a child early on in their education lives. I say this because it is mostly pictures which allow for the younger students to be able to visualize what is going on and infer about what is happening. Once the text comes up on the screen, you are still able to use the pictures to find the true meaning behind it. For example when it says “ and white” we can see that the author is talking about the description of snow. This allows the reader to relate to what is being said as well as many students have probably gone sledding just like the picture shows.

Commenting off Karlene (Heidi): I agree with your mention of the book being good for a child early on their education lives because there are lots of pictures and small phrases so they can imagine/understand what is happening in the story.

Commenting off Karlene (Jess): I agree with you mentioning that this book would be good for a child early education because it’s mostly visuals and there isn’t much text. Younger children have a harder time staying focused when having to listen and they would be more intrigued by the visuals and use those to understand what is happening.

Jess: I think that this book is a great for younger children in the early stages of literacy. Everything is pictures which allows them to visualize what is happening in the story rather than having to try to focus in and listen to what’s happening. I thought the illustrations were amazing and I loved how they took up the whole page rather than having just be a few illustrations here and there. The writing style was also very interesting and I liked how the first few pages were just pictures. It reminded me of book series that my grandma used to read to me called “Good Dog, Carl”. It was similar in the sense that there were very few words, if any at all, and it was all pictures. Every time I read it, it allowed me to have a different interpretation and I thought that this book did exactly the same thing.

Commenting off Jess (Heidi): I also loved how the illustrations took up the entire page because this way students can focus and visualize the details there are.

“Why Am I Me?” by Paige Britt

Heidi: I found this story to be my favorite because it talks about those various questions that go through young children’s mind. Many children question who they are, why they look the way they do and act the way they do. The illustrations are well drawn out with a diverse town. They question why they look different than others and this book goes through those questions that pop through children’s minds. I can relate to this book because one of my little sister’s would ask me why her hair looks different than mine because she has short, puffy, curly hair while mine is straight. She would feel different and would want to have her hair like mine but, I would tell her that her hair might be different but, it is beautiful and what makes her unique.

Commenting of Heidi (Karlene): Yes I agree this book is one of my favorites. It shows that every person is unique and is truly a relatable topic for everyone in this world.

Commenting of Heidi (Jess): I agree with you I think that this book was great and really touched on how to embrace diversity and show that everyone is unique in their own way. I think that this is a very fitting book for a classroom today because of how much diversity there is now the classroom.

Karlene: I think this is a great story as many students early on don’t fully understand that all people are different. This book is able to show why we are all different and everyone can relate to it. I like how the pictures show different types of people along with the different activities that they like to enjoy. It touches upon color of skin, being fast or smart a person is. Overall this could be incorporated into a lesson plan relating to being different and why people are the way they are. The pictures allow for the students to be able to visualize what is different with everyone and be able to connect that not one person is alike.

Commenting off of Karlene (Heidi): I also think this could be incorporated into a lesson plan and would be a great one to teach especially with a younger group of children! I think it’s very important to answer these type of questions to children and make them realize/comprehend that we are all different whether it is physically and or internally but, that it is okay so we need to learn to accept one another.

Commenting off of Karlene (Jess): I also think that this book could be incorporated into a lesson plan because of how important the message in the book is. As a teacher we want to make a welcome open environment that accepts everyone’s differences. This book is perfect for that and I think there is a lot of different things that could be done with this book

Jess: I think that this book was really relevant to the society that we live in today and could be very useful in the classroom. I loved how this book asked questions because these are questions that children in the classroom can relate to and may ask. I think that this book is something that everyone can relate to and enjoy.

Commenting off Jess (Heidi): I also truly think that this book is something everyone can relate to and it should be read in the classroom. I think the younger the students the better because young children are very curious especially about their own body.

The Dark Fantastic: Many points discuss in this talk opened my mind to a higher level. Ebony Elizabeth Thomas discussed how she wished to “position all endarkened characters and characterizations as central to both the fantastic and the construction of the imagined whiteness as the dark other is the engine that drives the fantastic”. I think that these “endarkened” characters provide a more diverse aspect to literature.

She also mentions how “restoring the dark fantastic opens new worlds and has the potential to close the imagination gap”. I agree with this because literature is a great way to expose the diverse world we live in and let children broaden their imagination. One last key point she made was at the end when she discusses how no one is born racist it is learned especially in children literature, fairy tales, comics, etc. I strongly agree with this because children learn habits from those around them and through books.

Engaging African American Males in Reading: I really liked this article the most because many of the points discussed I agreed with and could make a connection to a personal experience in a 1st-grade classroom I observed.

I think that many students go through difficult times whether it is at home or at school. But, African American males are impacted at a higher level. All the internal & external factors these students go through impact the way they function, think and academically learn. I remember in a 1st-grade classroom that I was in there was an African American boy who would always state that he is not “smart enough” and “too dumb” to read or do an assignment. He would also say that no one at home really helped him and questioned his ability to go to college. This shocked me completely because he is too young to be thinking that way and upset me to hear him say those comments.

I believe that schools should try to find literature, texts, stories that students find more appealing and can actually connect to real life. It is hard enough to get to school for these students the least teachers could do is help them feel supported, safe, and eager to learn.

Rationale for doing Queer Work in Schools: This article was interesting to read because I think it is a tough topic to discuss, especially in schools. I was in agreement with this statement, “recent work with young children suggests they have a greater capacity for abstract reasoning and engaging with sophisticated concepts than is typically assumed” (Jacob 2). I think that many people assume that children are not capable of many things but, I think that if we challenge them with these “sophisticated concepts” they will be capable to handle them.

Reading this quote, “the persistent belief that the world can be divided into two, and only two genders, and that anyone who does not fit fully into one of those two gender categories is an anomaly or a freak.” (Jacob 3) made me feel disturbed knowing that people would categorize those who aren’t from the “two genders” freaks. I think that as educators and human beings we need to express the importance of diversity in our world.