Field Experience

      1.       How many hours did you complete?

·         I completed 5 hours of field experience.

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

·         I implemented weekly tutoring sessions that focused on developing literacy skills. Each tutoring lesson is broken down by strategy taught and/or skills covered.

1.       Word Families/Spelling Instruction

2.       Word Families Activity

3.       Guess the Covered Word

4.       Clunks and Clues Graphic Organizer

·         Additionally, I implemented a literal comprehension activity using artifacts to help students recall information and events from the story, King Bidgood’s in the Bathtub.  

 

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

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING -- The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

·         As I formulated ideas regarding the professional implications of my teaching methods, I thought about the need to actively involve students in the learning process in every way that is possible. Teaching students reading strategies, such as questioning, making predictions, or making connections with stories, actively involves them and makes them become more dynamic readers. Through reflection, I have been able to grow as a teaching professional. It has without a doubt helped me to better meet the needs and ability levels of my students.

 

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

·         In terms of my reading lesson, I continue to learn the importance of implementing literacy activities that involve effective questioning techniques. Effective questioning strategies help readers to develop their inferential and/or literal reading comprehension skills by helping them make sense of what they are reading. In fact, questioning actually promotes critical thinking by encouraging students to discover more about what they are reading. For instance, questions that are asked before reading help to activate students’ prior knowledge, they define the purpose for reading, and they aid students in making predictions. All of which help students make connections with literature. Additionally, students use questioning to compare and contrast, to identify characters and other story elements, as well as to create meaning from characters words and/or actions.

 

 

 

Reading Log and Wiki

REOL 536 Young Adult and Children’s Literature

Kelli Kahmann

Reading Log:

I.             Non-fiction/Informational (1 chapter book or photo essay book reflection required on 
               blog)

1)            My Life in Dog Years –By Gary Paulsen

2)            Coretta Scott King: Journey to Freedom – By Cynthia Klingel

3)            Rosa – By Nikki Giovanni

4)            Sadako and the Thousand Paper Cranes – By Eleanor Coerr

 

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

1)            Who Killed Mr. Chippendale? -By Mel Glenn

               

2)            Harlem – By Walter Myers

 

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

1)            I, Jack by Patricia Finney. (Required for discussion – do NOT use on blog)

2)            Both Sides of Time – By Caroline B. Cooney  

 

IV.          Historical Fiction (1 reflection required on blog –can be a picture book)              

1)            The Teacher’s Funeral by Richard Peck. (Required for discussion – do NOT use on blog)

2)            Pink and Say - By Patricia Polacco

3)            The Journal of Joshua Loper: A Black Cowboy – By Walter Meyers

4)            Under the Quilt of Night – By Deborah Hopkinson

5)            Follow the Drinking Gourd – By Jeanette Winter

6)            Night Boat to Freedom – By Margot Theis Raven

 

V.            Multicultural/Traditional (2 reflections required on blog – one can be a picture book) 

1)            Hiroshima: A Novella by Laurence Yep (required for discussion – do NOT use on blog)

2)            Esperanza Rising – By Pam Munoz Ryan

3)            Faithful Friend – By Robert D. San Souci

4)            Anansi and the Talking Melon – By Eric Kimmel

5)            The Legend of the White Buffalo Woman – By Paul Goble

6)            The Legend of the Poinsettia – By Tommie DePaola

7)            My Mountain Song – By Shutta Crum  

 

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

1)            Baby by Patricia MacLachlan. (Required for discussion – do NOT use on blog)

2)            On My Honor – By Marion Bauer

 

VII.         Picture Books (5 reflections required on blog during the first two weeks of class. There
               should be a total here of at least six.)

1)            The Wednesday Surprise by Eve Bunting. (required for discussion – do NOT use on blog)

2)            Cornelius – By Leo Lionni

3)            Swimmy – by Leo Lionni

4)            The Snowy Day – By Ezra Jack Keats

5)            Extra Yarn by Mac Barnett  

6)            Sleep Like a Tiger by Mary Logue  

7)            Night Golf  by William Miller    

8)            The Dot – By Peter H. Reynolds

9)            The Mitten – By Jan Brett

10)          Owl Moon – By Jane Yolen

11)          Pancakes for Breakfast – By Tomie DePaola

12)          Arctic Son – By Jean Craighead George

13)          The Invention of Hugo Cabret – By Brian Selznick

Total = 31 Books

Wiki Checklist

0              Social Studies

0              Science

0              Math

 0             Music

0              Art

1              Reading/Language Arts (Theme - The Faithful Friend )

0              Physical Education

1              Other (Free Verse Poem/Get to Know You Activity -Who Killed Mr. Chippendale?)

 

There were only 2 required wiki posts for this class.

 

 

Title: My Life in Dog Years

 

 Paulsen, G. (1998). My life in dog years . New York : Yearling.

 Genre: Non-fiction/Autobiography

Interest Level: Grades 4-6

Reading Level: 5.2 (Fifth Grade Second Month)

Summary:

In his book, My Life in Dog Years, author, Gary Paulsen, chronicles his life through the remarkable dogs that have experienced it with him.   With every chapter, the reader becomes acquainted with one of Paulsen’s canine friends. Yet, this novel isn’t just about Paulsen’s dogs; embedded is the story of Gary Paulsen’s troubled childhood and journey to adulthood, although the latter is interlaced in a very subtle manner. In this novel, the reader gets the privilege of meeting Dirk - Paulsen’s guardian and defender, Ike- his shadowy hunting companion, Rex- the farmer, Caesar-the giant, and Josh-his best friend, just to name a few. Paulsen’s tone is conversational; it feels as though he is sitting right next to you telling his story. Children and dog lovers of all ages will enjoy this wonderfully sweet and touching memoir.

Reflection:

Life is funny. As I perused the recommended list for this genre, I noticed this novel, pondered it for a moment, and then moved on. I actually chose another book to read, had it checked out and sitting on my table. For days, I kept looking at it; nothing about it made me want to open it up and read it, so I began perusing the list once more. Again, I saw this title, pondered it for a moment, but this time I quickly decided to put in a library request. Wow, am I ever so glad that I did! This is just a wonderful nonfiction, autobiographical book; one of the best I have ever read. The black and white illustrations were perfection; although simple, they remarkably captured each dog’s personality and helped me get to know them. After reading each chapter, I would look back at the illustration and think, “Yep, I know you!”

I enjoyed this book so much that if anyone in my family happened to pass by as I was reading, I would holler, “Wait, you have to hear this!” Not many books from this genre have made me so passionate about having an audience! I wanted my family to share with me and hear the honest, humorous, and humble ways that Paulsen shared his life with these dogs. This book is full of life lessons that aren’t preachy or humdrum; they actually promote reflection and serve as a reminder for us humans to be patient and practice acceptance without judgment.  I plan on purchasing this book for my father, who is also a dog lover, and who also has a Border Collie; his name is Bandit.  Like Paulsen, my dad would say, “He is… real. No, more than that, he is a person. I do not think in my heart that he is a dog.”

 

 

 

 

Book Talk: Pink and Say by Patricia Polacco

Polacco, P. (1994). Pink and Say. New York, NY: Philomel Books.

Genre: Historical Fiction

Interest Level: 8 years and up

Book talk in first person by Kelli Kahmann

This book talk is designed for elementary students.

 I’d like to tell you a story about my truest friend, Pinkus Aylee. Pink, as I called him, was no ordinary person. The first day I met Pink, he carried me, a perfect stranger, on his back, so that I had a chance of livin’. Oh yes, I was in the worst of conditions. I had a lead ball lodged in my leg, just above my knee. This lead ball was an outcome of being in the white man’s war, you know, the Civil War, the war against slavery. Well, Pink found me just awaitin’ death in a pasture somewhere in Georgia and he very kindly decided to tote me all the way to his Moe Moe Bay’s home. Pink, was a soldier himself. He fought for the Forty-eight Colored. Yes, that’s right, Pink was a black man, more like mahogany, if you ask me. For days, Pink and I stayed with Moe Moe Bay. She fed us real good and soon I was up on that leg. I could tell Pink was happy to be home with his Moe Moe Bay. And, oh, how she loved having Pink, her baby, home with her. I watched as she held his face and looked into his eyes like she wanted to remember everything about him. We became family.  I enjoyed living with Moe Moe Bay, but Pink became worried that we might be putting her in harm’s way by being there. You see, Pink was lost from his troop and I had deserted mine. As we were planning our return to the war, a terrible tragedy happened. Oh, how I wish I could forget that awful day. 

If you would like to learn more about these courageous young men, read Pink and Say by Patricia Polacco.

 

Book Talk: On My Honor by Marion Dane Bauer

 

Bauer, M. (1986). On my honor. New York, NY: Yearling

Genre: Realistic Fiction
Interest Level: 8 years and up

 Book talk in first person by Kelli Kahmann

This book talk is designed for middle school students.

 

Do you have a best friend? You know, the kind of friend that you can’t even remember life without. The kind of friend who finishes your sentences and makes life challenging, interesting, and sometimes even dangerous. The kind of friend you love, but also sometimes wish you could change. Well, I have that kind of friend, his name is Tony.

Tony is like my brother. We do everything together. Tony is a daredevil; he is always coming up with ideas that are risky. Tony thrives on being bold and reckless. I, on the other hand, do not. But, being Tony’s friend means that I often have to give in to his foolhardy plans; there is no talking Tony out of something he is determined to do, even if it involves risking our lives, which brings me to today. Today, Tony has decided that we should ride our bikes about ten miles away to Starved Rock, a state park, and climb the steep river bluffs with our bikes. I don’t want to go, but Tony is insistent. He calls me chicken when I suggest that we go swimming instead. I, of course, deny being chicken, but really I am scared to death to go. Last year, someone was killed doing this very thing! Feeling certain that my dad will say no to the idea of us riding our bikes all the way to Starved Rock, I ask him for permission. I can’t believe what I am hearing when my dad says, “Yes, but on your honor…you won’t go anywhere except the park? You’ll be careful the whole way?”  I promise that I will be careful. Now, as I hesitantly ride off with Tony; I feel certain that I am riding toward my death.

On this day, both boys’ lives are changed forever. If you would like to learn more about the adventures of Tony and Joel, read On My Honor by Marion Dane Bauer.

Who Killed Mr. Chippendale?

Who Killed Mr. Chippendale?

 

 

Glenn, M. (1996). Who killed Mr. Chippendale?. New York, NY: Lodestar Books

 
Genre: Mystery & Suspense
Interest Level: Grades 9-12
Reading Level: 5.9 (Fifth Grade-Ninth Month)

 

Summary:

Mr. Chippendale, an English teacher at Tower High School, is stretching on the school’s track getting ready for his morning run when he is suddenly knocked to the ground. Because of the glaring sun, he is unable to identify the perpetrator’s face. The offender’s words are spiteful and narcissistic and in an odd way seem a bit psychotic. After the perpetrator leaves, Mr. Chippendale decides it might be best to just let it go, rather than report the incident. Tragically, a few moments later, Mr. Chippendale is shot dead on the track.

 Reflection:

This was such a good read! I enjoyed the writing style of free verse; although this poetic style isn’t written in rhyme and doesn’t have a fixed pattern, it does have a rhythm about it. The rhythm changes with each character that speaks. This aspect helps the reader connect with the various characters’ moods, and personalities, as well as the cultural diversities that exist between them. There are dozens of points of view represented; for example,  Ahmed Farraj, Bill Jones-A Neighborhood View, Angela Falcone- Guidance Counselor, Wesley Hardin, Frank Vopucelli, Harry Balinger-Detective, just to name a few. With each page, the point of view, mood, and rhythm changes, for instance:

Celia Campbell:

I hope no one sees me crying.
I hope his soul goes straight to heaven.
What that man did for me,
I don’t have words for it. He made me feel smarter than I am.

 Delia Campbell:

I hope no one sees me laughing.
I hope his soul goes straight to hell.
What that man did to me,
I don’t have the words for it.
He made me feel stupider than I am.

 Or

The Note:
I don’t know what you are doing.
I don’t know what you are trying to prove.
I only know you should leave Mr. Chippendale
Alone.
Let him be forgotten, and me remembered.
He’s not that important; I am.

 

Esperanza Rising

 

 Munoz Ryan, P. (2000). Esperanza rising. New York, NY: Scholastic Inc.

Genre: Historical Fiction

Interest Level: 5^th – 8^th Grade
Reading Level: 5.5 (Fifth Grade-Fifth Month)

 

Summary:

Esperanza Rising is a historical fiction novel based on the real-life experiences of author, Pam Munoz Ryan’s, grandmother. The story begins as the reader meets the protagonist, Esperanza Ortega, a young, Mexican girl of privilege. Esperanza lives on her family’s vineyard, El Rancho de las Rosas. She has everything a little girl could dream of; beautiful dolls, lovely dresses, a picturesque home, and servants to tend to her every need. That is until tragedy strikes her family. Suddenly, Esperanza finds herself poor, homeless, and struggling to understand and integrate into a world she has never been a part of, and thus, the chronological plot begins.

 Reflection:

In Esperanza Rising, author, Pam Munoz Ryan, transports the reader into a world of loss, hope, courage, and perseverance experienced by Esperanza Ortega. The setting, which changes dramatically as the book progresses, contributes to the novel’s mood; through the author’s descriptions, the reader experiences both tranquility and anxiety. In the beginning, Ryan writes, “This whole valley breathes and lives,” he said, sweeping his arm toward the distant mountains that guarded them. “It gives us the grapes and then they welcome us.” He gently touched a wild tendril that reached into the row, as if it had been waiting to shake his hand. He picked up a handful of earth and studied it. “Did you know that when you lie down on the land, you can feel it breathe? That you can feel its heart beating?” Later, Ryan writes, “The land was dry and the panorama was barren except for date palms, cactus, and an occasional squirrel or road runner.

 
Another aspect of the book that I found appealing was the manner in which the book was organized. The chapters were cleverly titled according to the different harvesting seasons; for example:  las ubas (grapes), las Papayas (papayas), los higos (figs), las guayabas (guavas), just to name a few. Lastly, I would consider the development of the character, Esperanza, to be awe-inspiring to the young reader. The thoughtful way in which the author takes Esperanza from a young girl of entitlement to a young woman of empathy is a lesson every young person should encounter. The story reminded me of the old adage; to whom much is given, much is expected.

Title: The Faithful Friend

 

 

San Souci, R. (1995). Faithful friend. New York, MY: Simon & Schuster Books for Young Readers.

 

Genre: Fiction/Multicultural

Reading Level: 5.3 (Fifth Grade - Third Month)

Interest Level: 3^rd -5^th grades

Theme: Friendship/Good vs. Evil

 
Summary:

The theme of this beautifully illustrated picture book is eternal friendship, with an emphasis on good prevailing over evil. The setting takes place on the picturesque island of Martinique; descriptions, such as, “vivid blossoms blazed against the bright green of sugarcane and banana and pineapple fields and the deeper green of distant mountains” allows the reader to see the culture of Martinique while drawing the reader’s eye to the dark, bold lines and deep colors of Pinkney’s illustrations.

The story commences when Clement asks his faithful friend, Hippolyte, to accompany him to visit the beautiful Pauline. Clement has fallen in love with Pauline’s picture and wishes to ask her uncle, Monsieur Zabocat, for her hand in marriage. Along their journey to find Pauline, Clement and Hippolyte discover the body of an old beggar in the shade of a banana grove.  Being honorable men, the two prepare a proper burial for the old beggar. Soon, Clement finds Pauline and she happily accepts his proposal of marriage. Upon hearing the proposal, Monsieur Zabocat becomes enraged and forbids the marriage. As the threesome travel back to Clements home, Hippolyte becomes aware of a curse that Monsieur Zabocat has placed on the couple. Now, Hippolyte must make the choice to protect himself or his friend.   

 
Reflection:

I chose this book from the recommended list given to me by my professor. Told in the third person omniscient point of view, the reader is able to seen into the minds of all characters. While the characters are not very complex, the conflict between good versus evil is what truly propels the story.  The person against person struggle between Clement and Monsieur Zabocat rises as Monsieur Zabocat threatens, “Then go! None of you is welcome any longer. But have care,” he thundered, his heavy mustache quivering and his dark eyes flashing red, like burning charcoal. You are not married yet.”

 
This book teaches about love, friendship, and sacrifice. The illustrations are captivating and even possess a haunting nature to them. I believe that my students would appreciate the value of the themes contained in this book and it is for these reasons that I would recommend The Faithful Friend.

 

Both Sides of Time

 

Both Sides of Time

 

Cooney, C. (1995). Both sides of time. New York, NY: Bantam Doubleday Dell Books for Young Readers.

 

Interest Level:  6^th -8^th Grade

Reading Level: 5.7 (Fifth Grade-Seventh Month)

Theme: Romance/Time Travel/Mystery/Suspense  

Genre: Modern Fantasy

 Summary:

This is a rousing novel about a young girl named Annie Lockwood who dreams of true love and gentlemanly courtship. To Annie’s disappointment, her boyfriend, Sean, is far from romantic and seems more interested in restoring old cars than spending time with her.  Annie feels displaced; she senses that she has been born in the wrong century; the 1800’s seems more suitable to her, more filled with etiquette and romance. One day while Annie was visiting Sean, she wondered in to the old Stratton Mansion. The mansion, which was now rundown and virtually forgotten about, seemed to speak to Annie. As she walked through the rooms of the neglected mansion, she imagined the elegant parties and the sophistication that must have existed there. Suddenly, almost magically, Annie is transported back to the year 1895, where she meets the handsome and chivalrous Hiram Stratton. Here she embarks on a journey of love, mystery and murder.

 Reflection:

I chose this book from the recommended list given to me by my professor. I am not much of a fantasy reader; however, with that being said, I did enjoy this novel. Told in the third person omniscient point of view, the reader is catapulted into the passion, turmoil, and sometimes cruelty that the characters experience. For example, Cooney writes, Harriet’s heart hurt. It was if she had laced her stays inside her chest, crushing her own heart. Please jump up, Strat. Please cry, No, No, No! Tell me you love me and you don’t want to do this.

 
The ever-pressing plot combines, romance, history, time travel, and murder to create a storyline that keeps the reader captivated. I enjoyed being taken back to a time of chivalry and propriety. On the other hand, the novel was also a reminder of the manner in which many women were regarded during the 1800’s. The desperation of these women is thoughtfully, sensitively, and dramatically conveyed by author, Caroline Cooney. I found myself sympathizing and wanting to defend the female characters. The entitlement of several of the male characters was absolutely appalling. 
 

Although there were no illustrations, Cooney’s use of vivid and descriptive language created images that propelled the story. Her words not only allowed me to see the ornate décor, the beautiful ball gowns, and the finery, but also the staunch attitudes and sometimes crippling privilege of the characters.

 Classroom Questions:

1.       If you could travel to another time period, what time period would you choose? Using specific characteristics and features from that time period provide details as to why this time period appeals to you.

Sleep Like a Tiger

Sleep Like a Tiger

 

 

Logue, M. (2012). Sleep like a tiger. New York, NY: Houghton Mifflin

 

Interest Level: Preschool – Third Grade

Reading Level: 2.9 (Second Grade-Ninth Month)

Theme: Bedtime/Sleep/Imagination

Genre: Fiction

Awards: Caldecott Honor

 

Summary:

This is beautiful story of the age-old problem of getting children to sleep. The story begins with the words, Once there was a little girl who didn’t want to go to sleep even though the sun had gone away. As the events of the story unfold, the little girl (protagonist) persists in telling her parents that she is not sleepy. Her parents, who are kind and patient, move the little girl through the nighttime routine of putting on her pajamas and brushing her teeth. As the little girl climbs into bed, she asks, Does everything in the world go to sleep? As her parents describe the sleeping habits of the animals around her, the little girl embarks on a magical journey into the world of sleep.

 

Reflection:

This picture book is full of wondrous images! One could read it many times and still not see all that has been created for the reader’s enjoyment. Each page offers its own theme of color and mood. For example, one page displays deep blue colors that swirl around the little girl who appears to be the center spiral of a sleeping snail. A feeling of tranquility, warmth, and softness surrounds her. On another page, a beautiful, golden whale fills two pages as the little girl is shown sleeping on its back. One can imagine that the enormous whale is helping to take the little girl into a world of restful sleep and extraordinary dreams. Another theme that I found particularly interesting was the use of wheels throughout the book. Toys, stuffed animals, people, and even whales can be seen atop wheels. Wheels can also be seen in obscure places, as though they were purposely hidden.

 I would most certainly recommend this book to teachers and parents alike. Sleep Like a Tiger has the potential to be a wonderful instructional tool for teachers, as well as an ally to parents who have reluctant sleepers!

 Classroom Questions:

1.       Which of the animals seems most cozy? Why?

2.       Why does the brown bear have an alarm clock?