Fleischman, Paul. Time Train. Illus. Clair Ewart. New York, NY: HarperCollins,1991.
This book is about a class who takes a field trip to learn about dinosaurs. When one of the kids tells the conductor that they are taking the train to learn about dinosaurs the conductor puts the children and their teacher on a special train. The children soon learn that they are not on an ordinary train. As the train travels they pass back through time. The pictures in the book suggest what time period the children are passing through. When the exit the train they can't find their lodge so they sleep on the ground. The next morning they see their first dinosaur. The next few days they spend their time studying dinosaurs in their natural habitat.
I liked this book. It was appropriate for pre-k through second grade students. There wasn't much factual information about the time periods the children traveled through, or about dinosaurs. However, it was a good introduction to these topics. After reading this book I think kids might be encouraged to discover more about dinosaurs and different time periods. There are many questions kids might have after reading this book. It was a fun book that excites the imagination. It would be a good book to read before the studying dinosaurs. The illustrations were colorful and enjoyable. I think that after reading this book many students might want to travel back in time to play with dinosaurs themselves.
Craft lesson:
For this craft lesson I would fill the sand table with sand. Then I would bury different types of dinosaurs in the sand. I would invite the student to look in the sand and see what they could find. We would then talk about the different dinosaurs they found. We might talk about the names of the dinosaurs, what they ate, and what type of environment they might have lived in.
Saturday, April 26, 2008
Thursday, April 17, 2008
craft lesson 9
For this lesson we will be creating our own "zoom" books. First, I will read Zoom to the children. Then, I would like to bring in a microscope and either have a skin cell slide already prepared or collect a skin cell and prepare it for the children to look at. I will also have pictures of a skin cell for every student to look at. I will hand out booklets of five blank pages. This lesson will span over a weeks time. On the first day I will ask them to draw a picture of a skin cell. For the next four days I will ask them to draw another picture zooming out from their previous picture.
chapter 17
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008.
I had all the criteria for a motivated reader except for one. In this chapter it was listed as number four. "Motivated readers do not feel trapped by a book." It says that motivated readers can put the book down without guilt, or when their need are not being met. For some reason I can not put a book down. If I get past the first few pages then I have to read the entire book. I do the dame thing with movies. No matter how bad the movie is I have to keep watching it. It is not that I feel obligated to, but it is something I have to do. I am currently reading a book I do not like. I want it to be over so I can start reading something I enjoy. But, for some strange reason that is not clear to me I have to read it. I skip words, sentences and sometimes even paragraphs, but I never just skip directly to the end. I probably have some weird obsessive, compulsive, neurological disorder that requires me to finish watching or reading crappy books and movies.
I had all the criteria for a motivated reader except for one. In this chapter it was listed as number four. "Motivated readers do not feel trapped by a book." It says that motivated readers can put the book down without guilt, or when their need are not being met. For some reason I can not put a book down. If I get past the first few pages then I have to read the entire book. I do the dame thing with movies. No matter how bad the movie is I have to keep watching it. It is not that I feel obligated to, but it is something I have to do. I am currently reading a book I do not like. I want it to be over so I can start reading something I enjoy. But, for some strange reason that is not clear to me I have to read it. I skip words, sentences and sometimes even paragraphs, but I never just skip directly to the end. I probably have some weird obsessive, compulsive, neurological disorder that requires me to finish watching or reading crappy books and movies.
Thursday, April 10, 2008
Zoom
Banyai, Istvan. Zoom. New York, NY: Puffin Books, 1998.
This is a wonderful wordless picture book. The title is indicative of the book. The first page is a close up of part of a rooster's head. On every page the picture zooms out from this first picture. The book is full of surprises. I thought at first that the girl was playing with her toys, but in turned out to be the cover of a magazine. The author leaves clues throughout the book that leads the reader to guess what they are looking at. An example of this would be the edge of the stamp on the picture of the man watching the television in the desert. I knew that the story had moved to from pictures to real life when the people and dog moved from their original positions. At the end the story zoomed out to some place where the Earth was seen as a tiny speck. Where is the place that the whole book zooms in form. Is it a person, place, alien or perhaps even God, that is the source of origin?
This is a wonderful wordless picture book. The title is indicative of the book. The first page is a close up of part of a rooster's head. On every page the picture zooms out from this first picture. The book is full of surprises. I thought at first that the girl was playing with her toys, but in turned out to be the cover of a magazine. The author leaves clues throughout the book that leads the reader to guess what they are looking at. An example of this would be the edge of the stamp on the picture of the man watching the television in the desert. I knew that the story had moved to from pictures to real life when the people and dog moved from their original positions. At the end the story zoomed out to some place where the Earth was seen as a tiny speck. Where is the place that the whole book zooms in form. Is it a person, place, alien or perhaps even God, that is the source of origin?
chapter 16
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008.
The first sentence of this chapter bothered me. "Books are dangerous". The author made the statement, but did not sufficiently back it up. It said that they can "undermine morals, fuel revolutions, and indoctrinate our children". No examples were given. I believe that people, and not books are dangerous. A person has to be willing to change their beliefs or morals before a book, movie, or c.d. can do it for them. It is far more dangerous to with hold information. This chapter seems to support this idea. It is far less dangerous for a child to learn about sex from a sex education book than from the child's peers. This especially holds true if the child's parent is unwilling to share information with the child. I think that sex education should be a requirement for all children in school even if their parents disagree. Of course, I say that as a teacher not a parent. I always want the final decision when it comes to my child's education. Over all I know it is best for a parent to have the final decision when it comes to their children. So many different people are offended by so many different things. I am glad I will be teaching at a pre-k level. There is much less controversy concerning books that are appropriate for this age.
The first sentence of this chapter bothered me. "Books are dangerous". The author made the statement, but did not sufficiently back it up. It said that they can "undermine morals, fuel revolutions, and indoctrinate our children". No examples were given. I believe that people, and not books are dangerous. A person has to be willing to change their beliefs or morals before a book, movie, or c.d. can do it for them. It is far more dangerous to with hold information. This chapter seems to support this idea. It is far less dangerous for a child to learn about sex from a sex education book than from the child's peers. This especially holds true if the child's parent is unwilling to share information with the child. I think that sex education should be a requirement for all children in school even if their parents disagree. Of course, I say that as a teacher not a parent. I always want the final decision when it comes to my child's education. Over all I know it is best for a parent to have the final decision when it comes to their children. So many different people are offended by so many different things. I am glad I will be teaching at a pre-k level. There is much less controversy concerning books that are appropriate for this age.
Sunday, March 30, 2008
chapter 15
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008
I think that multicultural literature is a good method of exposing children to cultures they may not know much about. They might also find the different ways of story telling interesting, and educational. I thought it was interesting that many people feel that multicultural books should not be written by outsiders of that culture. They feel that outsiders would present a distorted or even prejudice view of that culture. I do not necessarily agree with this view. I think with research and an open mind anyone can write about almost anything. I think that a person who immerses themselves in a culture can accurately write about certain aspects of that culture, or portray a character from that culture. It might be difficult and they might need help from others within that culture, but I think it could be done.
I think that multicultural literature is a good method of exposing children to cultures they may not know much about. They might also find the different ways of story telling interesting, and educational. I thought it was interesting that many people feel that multicultural books should not be written by outsiders of that culture. They feel that outsiders would present a distorted or even prejudice view of that culture. I do not necessarily agree with this view. I think with research and an open mind anyone can write about almost anything. I think that a person who immerses themselves in a culture can accurately write about certain aspects of that culture, or portray a character from that culture. It might be difficult and they might need help from others within that culture, but I think it could be done.
Craft lesson # 8
This craft lesson will be for second grade students. The entire lesson will span over a week. On Monday I will read Babymouse: Our Hero to the class. I will tell them that tomorrow we will create our own superheroes. On Tuesday I will ask them to create their own superhero, draw it, and give it a name. On Wednesday I will ask them to draw another picture of their super hero, and right a sentence describing its powers. On Thursday my students will draw a picture of the heroes nemesis and give it a name. On Friday they will draw another picture and write a sentence explaining the nemesis's powers. Depending on the classes responses to the assignment I might ask them to write a comic story based on their superheroes. The reason I would take my time with this lesson is because I want the kids to have time to go home and possibly think about their super hero before they create it.
Friday, March 21, 2008
Babymouse
Holm, Jennifer & Holm, Matthew. Babymouse: Our Hero. New York, NY: Random House, Inc., 2005.
This story is about an imaginative mouse who does not want to play in the dodge ball game at school. She has managed to get out of playing doge ball in the past. But when the gym teacher tells the class that everyone must participate in the upcoming game, and that it will be part of their grade Babymouse knows she can not avoid it. She is scared of her nemesis Felicia Furrypaws. Felicia is a cat whose special talent is pounding people with dodge balls. Babymouse's best friend Wilson helps her prepare and practice for the dodge ball game. In the end Babymouse wins the dodge ball game and becomes the hero.
I loved this book. It was hilarious. I liked all the imaginations of babymouse. She imagined her school as a prison, and the walk to school as a torturous wagon trail (it was only two blocks). I think the comic book style might attract some boys who would not normally read a pink girl book . It will also attract girls who may not have ever read a comic book. I found Baybymouse's pessimism to be humorous. Even though she was the hero, the book ended with her being stuffed in her locker.
This story is about an imaginative mouse who does not want to play in the dodge ball game at school. She has managed to get out of playing doge ball in the past. But when the gym teacher tells the class that everyone must participate in the upcoming game, and that it will be part of their grade Babymouse knows she can not avoid it. She is scared of her nemesis Felicia Furrypaws. Felicia is a cat whose special talent is pounding people with dodge balls. Babymouse's best friend Wilson helps her prepare and practice for the dodge ball game. In the end Babymouse wins the dodge ball game and becomes the hero.
I loved this book. It was hilarious. I liked all the imaginations of babymouse. She imagined her school as a prison, and the walk to school as a torturous wagon trail (it was only two blocks). I think the comic book style might attract some boys who would not normally read a pink girl book . It will also attract girls who may not have ever read a comic book. I found Baybymouse's pessimism to be humorous. Even though she was the hero, the book ended with her being stuffed in her locker.
T&J chapter 14
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008.
I found this chapter to be interesting. When I was a child the only reason I read informational books was to do a book report. Number two in the reasons why children do not "flock" to informational books accurately describes my elementary experiences with these types of books. After reading this chapter I want to have some informational books in my classroom library. I never considered that reading these types of books could be fun. I think I will go to the library this weekend I try to check out Color Zoo. This book seems like it will be a good book for the pre-k level. I think my sons will like it too. I also liked the excerpt form the book Alaska Bear Tales. I found it interesting because Nanook is the password for my computer. I think my husband got it from a Frank Zappa song. Now I know a little more about the password.
I found this chapter to be interesting. When I was a child the only reason I read informational books was to do a book report. Number two in the reasons why children do not "flock" to informational books accurately describes my elementary experiences with these types of books. After reading this chapter I want to have some informational books in my classroom library. I never considered that reading these types of books could be fun. I think I will go to the library this weekend I try to check out Color Zoo. This book seems like it will be a good book for the pre-k level. I think my sons will like it too. I also liked the excerpt form the book Alaska Bear Tales. I found it interesting because Nanook is the password for my computer. I think my husband got it from a Frank Zappa song. Now I know a little more about the password.
Craft lesson #7 (Pennypacker)
This craft lesson is aimed at kindergarten students. It will be an exercise in sentence writing.
I will start by reading the first part of Stuart's Cape to the class. I will read "Stuart Makes a Cape" and "Day 1" to the children. I will ask the children to draw a picture. They can chose any animal they want. I will ask them to draw a picture of the animal playing them. Then I will ask the children to write a sentence at the bottom of their picture describing what the animal is doing.
I will start by reading the first part of Stuart's Cape to the class. I will read "Stuart Makes a Cape" and "Day 1" to the children. I will ask the children to draw a picture. They can chose any animal they want. I will ask them to draw a picture of the animal playing them. Then I will ask the children to write a sentence at the bottom of their picture describing what the animal is doing.
chapter 13
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Saddle River NJ: Pearson/Merrill Prentice Hall, 2008.
This chapter was about biographies. Biographies are a good tool to get children interested in history and historical figures. Children who read a few sentences about a historical figure in a textbook will more than likely not remember anything about that person. By reading a biography they will learn that the person was more than a fact or something they need to memorize for a test. Biographies bring people to life. It is important for children to understand that these people had real lives. The information that novels present us with will be remembered because it is interesting. It will not just be memorized and then forgotten in a month. I also liked the idea of children reading the biographies that were listed as other interesting people. There are people today who make a big difference in our world. They are not celebrities or presidents, but seemingly normal people. I think these type of biographies can inspire children and adults.
This chapter was about biographies. Biographies are a good tool to get children interested in history and historical figures. Children who read a few sentences about a historical figure in a textbook will more than likely not remember anything about that person. By reading a biography they will learn that the person was more than a fact or something they need to memorize for a test. Biographies bring people to life. It is important for children to understand that these people had real lives. The information that novels present us with will be remembered because it is interesting. It will not just be memorized and then forgotten in a month. I also liked the idea of children reading the biographies that were listed as other interesting people. There are people today who make a big difference in our world. They are not celebrities or presidents, but seemingly normal people. I think these type of biographies can inspire children and adults.
Sunday, March 16, 2008
Stuart's Cape
Pennypacker, Sara. Stuart's Cape. Illus. Martin Matje. New York, NY: Scholastic Inc., 2002.
This book was a bout a little boy who wanted to have an adventure. He had moved to a new town, school had not started yet, he did not have any friends, and all his best stuff had accidentally been thrown away before he had moved. He decided that adventures happened to people who had capes. He made a cape out of neck ties. As soon as he put on his cape adventures started to happen. A horse, gorilla and dinosaur came to his door. The animals played "Stuart" with him for the day. He flew one day. He grew giant toast and invited all the neighbors over for a toast party. All these things happened because of his cape. On the day of school orientation Stuart's parents made him take off his cape. His cat fell asleep on the cape and switched places with the garbage man. Stuart had another adventure and finally got the garbage man and the cat to switch back to normal. Stuart made friend with the garbage man. They both liked to collect things that other people thought was junk.
I think this is a good book for third graders. That is the age Stuart. This book could also work as a read aloud for younger grades. I think 1st and 2nd graders would enjoy this book as a read aloud. I personally did not enjoy this book, but I think younger kids would like it. I read it to my son who is kindergarten and he laughed at some of the things that happened in the book. It was hard to tell which parts of the book was Stuart's imagination. Was Aunt Bubbles real? I think she was because the parents had to buy new tires for the car. The book was too far fetched for my enjoyment. The parents left Stuart at home all by himself. They also let him go to school orientation by himself. I also had a hard time identifying with Stuart. I never worried about anything as a child. I still do not worry much as a adult. However, I think this book would be good for kids with a strong imagination.
This book was a bout a little boy who wanted to have an adventure. He had moved to a new town, school had not started yet, he did not have any friends, and all his best stuff had accidentally been thrown away before he had moved. He decided that adventures happened to people who had capes. He made a cape out of neck ties. As soon as he put on his cape adventures started to happen. A horse, gorilla and dinosaur came to his door. The animals played "Stuart" with him for the day. He flew one day. He grew giant toast and invited all the neighbors over for a toast party. All these things happened because of his cape. On the day of school orientation Stuart's parents made him take off his cape. His cat fell asleep on the cape and switched places with the garbage man. Stuart had another adventure and finally got the garbage man and the cat to switch back to normal. Stuart made friend with the garbage man. They both liked to collect things that other people thought was junk.
I think this is a good book for third graders. That is the age Stuart. This book could also work as a read aloud for younger grades. I think 1st and 2nd graders would enjoy this book as a read aloud. I personally did not enjoy this book, but I think younger kids would like it. I read it to my son who is kindergarten and he laughed at some of the things that happened in the book. It was hard to tell which parts of the book was Stuart's imagination. Was Aunt Bubbles real? I think she was because the parents had to buy new tires for the car. The book was too far fetched for my enjoyment. The parents left Stuart at home all by himself. They also let him go to school orientation by himself. I also had a hard time identifying with Stuart. I never worried about anything as a child. I still do not worry much as a adult. However, I think this book would be good for kids with a strong imagination.
craft lesson #6
For this lesson I will assist the students in writing a story. This lesson is for pre-k students.
First we will read the book Sidewalk Circus. Then I will have photocopied pages from the book. I will break the students up into small groups of about 4 students. Throughout the week I will show the different groups the photocopied pages from the book. I will record there words as they tell me what the story should be for the individual pages. We will focus on the little girls facial expressions as we write the story. I will ask them what they think that she might be saying. We will review what we have previously written before adding something new. At the end of the week we will read our books together.
First we will read the book Sidewalk Circus. Then I will have photocopied pages from the book. I will break the students up into small groups of about 4 students. Throughout the week I will show the different groups the photocopied pages from the book. I will record there words as they tell me what the story should be for the individual pages. We will focus on the little girls facial expressions as we write the story. I will ask them what they think that she might be saying. We will review what we have previously written before adding something new. At the end of the week we will read our books together.
craft lesson #5
For this lesson I will work with the five senses. This is a lesson for kindergarten or pre-kindergarten students.
I will read some of the poems from "Yum! MmMm! Que rico!". I will describe what the five senses are. I will ask the kids what senses we will use most to describe the differnt foods. I bring out some of the foods from the book and have them in individual serving cups. I will ask the kids what the fruit smells, looks, feels, sounds and tastes like.
I will read some of the poems from "Yum! MmMm! Que rico!". I will describe what the five senses are. I will ask the kids what senses we will use most to describe the differnt foods. I bring out some of the foods from the book and have them in individual serving cups. I will ask the kids what the fruit smells, looks, feels, sounds and tastes like.
Thursday, March 6, 2008
Sidewalk Circus
Fleischman, Paul. SIDEWALK CIRCUS. Illus. Paul Hawkes. Cambridge, MA: Candlewick Press, 2004.
This book is about a circus. There’s a sign that says the circus is coming soon. A girl sits on the buss stop bench and watches what is taking place on the side walk. Although the sign says the circus is coming, it seems to the girl that a circus is already here. The window washers are the trapeze swingers. A couple of kids on skate boards are the clowns. A close look at the shadows will tell you what circus performer is on the page. The posters also describe the circus feats being performed by ordinary people on the sidewalk. I liked how the man putting up the posters is the ringleader of the sidewalk circus. After the girl leaves a boy takes his position on the bench and begins to watch the show. Although this was a picture book I think the words in the signs and posters add a lot to the story. The illustrations were packed with information. Even though there are no words you can tell exactly what the little girl was thinking by the expressions on her face. One has to look closely at the book to gain a full appreciation for this book. The more I look at it the more I like it.
This book is about a circus. There’s a sign that says the circus is coming soon. A girl sits on the buss stop bench and watches what is taking place on the side walk. Although the sign says the circus is coming, it seems to the girl that a circus is already here. The window washers are the trapeze swingers. A couple of kids on skate boards are the clowns. A close look at the shadows will tell you what circus performer is on the page. The posters also describe the circus feats being performed by ordinary people on the sidewalk. I liked how the man putting up the posters is the ringleader of the sidewalk circus. After the girl leaves a boy takes his position on the bench and begins to watch the show. Although this was a picture book I think the words in the signs and posters add a lot to the story. The illustrations were packed with information. Even though there are no words you can tell exactly what the little girl was thinking by the expressions on her face. One has to look closely at the book to gain a full appreciation for this book. The more I look at it the more I like it.
Thursday, February 28, 2008
read aloud plan #2
Mora, Pat. Yum! MmMm! Que' rico!. Illus. Rafael Lopez. New York, NY: Lee & Low Books Inc., 2007.
For my second read aloud plan I will read the book Yum! MmMm! Que' Rico! by Pat Mora. I will read this book to a small group of pre-Kindergarten students. I will only read the poems to the students. This book is an appropriate length and uses language that is appropriate to the age group. The children will enjoy the pictures as well. I expect the children will comment on the illustrations and colors in the book. I also expect them to comment on the foods that are represented in the poems. I am hoping that my Spanish speaking students will recognize and comment on the Spanish words used in a few of the poems and the title. I expect that they will be proud of themselves for recognizing words that some of the other students may not know.
Read aloud Journal:
Unexpectedly, none of my Spanish speaking children commented on the Spanish words in the text. The children did however comment on the different foods. They said things like "chiles are hot", " I like ice cream", "Tomatoes are yucky, I never eat tomatoes". What the responded to the most were the illustrations in the book. Many of the children wanted to look at the picture for a little longer. I would read a poem, and then turn the page. They would say, "go back I want to look." After reading the book they wanted to hold it and look back through the illustrations. One girl loved to look at the chile page. She wanted to keep going back to it. They seemed to be bored by the text. They would talk out, or interrupt while I read the poem. Usually their interruptions had something to do with the illustrations.
For my second read aloud plan I will read the book Yum! MmMm! Que' Rico! by Pat Mora. I will read this book to a small group of pre-Kindergarten students. I will only read the poems to the students. This book is an appropriate length and uses language that is appropriate to the age group. The children will enjoy the pictures as well. I expect the children will comment on the illustrations and colors in the book. I also expect them to comment on the foods that are represented in the poems. I am hoping that my Spanish speaking students will recognize and comment on the Spanish words used in a few of the poems and the title. I expect that they will be proud of themselves for recognizing words that some of the other students may not know.
Read aloud Journal:
Unexpectedly, none of my Spanish speaking children commented on the Spanish words in the text. The children did however comment on the different foods. They said things like "chiles are hot", " I like ice cream", "Tomatoes are yucky, I never eat tomatoes". What the responded to the most were the illustrations in the book. Many of the children wanted to look at the picture for a little longer. I would read a poem, and then turn the page. They would say, "go back I want to look." After reading the book they wanted to hold it and look back through the illustrations. One girl loved to look at the chile page. She wanted to keep going back to it. They seemed to be bored by the text. They would talk out, or interrupt while I read the poem. Usually their interruptions had something to do with the illustrations.
Thursday, February 21, 2008
Children's Literature, Breifly ch. 11
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Sorry I have to be honest, this chapter completely bored me. I liked the Somerset Maugham quote, it was funny. I read one of his books, "The Razors Edge". I liked it too. I can't think of any thing else to write about this chapter. Will this be chapter be addressed in our exam?
Sorry I have to be honest, this chapter completely bored me. I liked the Somerset Maugham quote, it was funny. I read one of his books, "The Razors Edge". I liked it too. I can't think of any thing else to write about this chapter. Will this be chapter be addressed in our exam?
Children's Literature, Briefly ch. 12
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Learning history through historical fiction books instead of text books is a wonderful idea. I remember how boring my history text books were in school. When presented with just facts, history can seem flat and lifeless. If I could have seen how different events or conditions effected a character that I may have identified with I would have remembered a lot more. It might have brought history to life and made it seem more "real" to me. Which is kind of funny because the strait facts are more real that the fiction mixed with the facts
Learning history through historical fiction books instead of text books is a wonderful idea. I remember how boring my history text books were in school. When presented with just facts, history can seem flat and lifeless. If I could have seen how different events or conditions effected a character that I may have identified with I would have remembered a lot more. It might have brought history to life and made it seem more "real" to me. Which is kind of funny because the strait facts are more real that the fiction mixed with the facts
Sunday, February 17, 2008
Read aloud plan #1 and read aloud journal #1
Suess, Dr. My Many Colored Days. Illus. Steve Johnson & Lou Fancher. New York, NY: Random House Inc., 1996.
The book I chose for my first read aloud was My Many Colored days by Dr. Suess. I plan to read this book to a small group of five year old children. I chose this book because I think the children will enjoy the pictures and they can understand, and possibly relate to the story. The text is short, and filled with emotion. It will hold their attention. I am hoping the children will recognize and comment on the colors in the pictures. I also will ask them what color day they are having. I want them to relate a color in the story with the emotion, or make up their own color and pair it with any emotion they choose.
Read aloud Journal
As I expected the children really liked this book. They loved the pictures. Manny of the children had a favorite picture. After I was done reading the kids started talking about what picture they liked best. They would say things like " I liked the dinosaur," or "can I see the green fish again". The pink flamingos was one little girls favorite picture. Some of the children paired the color with the animal, some of them just talked about the animal and did not refer to the color. No one referred to the emotion. When I asked them how they felt, and what color they felt like today they had all sorts of different answers. One girl said she was red. When I asked her why, she said because she wanted to be a horse. One boy was blue because that was his favorite color. One girl was pink. She said it was her favorite color and she felt happy. I would like to read this book more often to the children and see if they get better at identifying emotions in the book as well as the emotions they are feeling at the time.
The book I chose for my first read aloud was My Many Colored days by Dr. Suess. I plan to read this book to a small group of five year old children. I chose this book because I think the children will enjoy the pictures and they can understand, and possibly relate to the story. The text is short, and filled with emotion. It will hold their attention. I am hoping the children will recognize and comment on the colors in the pictures. I also will ask them what color day they are having. I want them to relate a color in the story with the emotion, or make up their own color and pair it with any emotion they choose.
Read aloud Journal
As I expected the children really liked this book. They loved the pictures. Manny of the children had a favorite picture. After I was done reading the kids started talking about what picture they liked best. They would say things like " I liked the dinosaur," or "can I see the green fish again". The pink flamingos was one little girls favorite picture. Some of the children paired the color with the animal, some of them just talked about the animal and did not refer to the color. No one referred to the emotion. When I asked them how they felt, and what color they felt like today they had all sorts of different answers. One girl said she was red. When I asked her why, she said because she wanted to be a horse. One boy was blue because that was his favorite color. One girl was pink. She said it was her favorite color and she felt happy. I would like to read this book more often to the children and see if they get better at identifying emotions in the book as well as the emotions they are feeling at the time.
Que rico!
Mora, Pat. Yum! MmMm! Que' rico!. Illus. Rafael Lopez. New York, NY: Lee & Low Books Inc., 2007.
This book is a collection of haiku poems about foods that are native to the Americas. There is also a paragraph of facts for each food. The paragraph contains information about the foods history, origins, uses and other fun facts. The poems are fun and filled with imagery. The pictures are wonderful and filled with vibrant colors. My favorite poem was about the chile. What I like most is that any age group can enjoy this book. The younger kids will enjoy the poems and pictures. Older kids can will find the facts to be interesting. The tomatoes is which is often associated with Italian food is actually native to the Americas. I like how the facts relate to children and their interests. Potatoes are grown in outer space and corn kernels are use to make crayons. This would be a good read aloud book for a group of children whose ages vary.
This book is a collection of haiku poems about foods that are native to the Americas. There is also a paragraph of facts for each food. The paragraph contains information about the foods history, origins, uses and other fun facts. The poems are fun and filled with imagery. The pictures are wonderful and filled with vibrant colors. My favorite poem was about the chile. What I like most is that any age group can enjoy this book. The younger kids will enjoy the poems and pictures. Older kids can will find the facts to be interesting. The tomatoes is which is often associated with Italian food is actually native to the Americas. I like how the facts relate to children and their interests. Potatoes are grown in outer space and corn kernels are use to make crayons. This would be a good read aloud book for a group of children whose ages vary.
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