The text allows children to access literacy without the emphasis on the written word. According to Hall, “there are literacies rather than literacy and that the use of these literacies creates engagement, involves wider networks, and is consistenlty related to the everyday lives of people in their communities (p. 479). Hall continues with the following points regarding ideological literacy: What if the children were not distanced from real-world purposes for literacy, language were not distanced by being used solely for analytic purposes, and literacy experiences were derived from a complex social situation rather than from the ritualistic performance demands of school literacy tasks? What if narrative were not privileged and the genres used derived from the social need, if texts were problematic and raised issues that confronted children’s beliefs about the world and their roles and rights, and if children were treated as knowers and doers rather than as ignorant and passive? What if children’s work were not assessed, if situations explored transcended the artificial barriers of school and classroom walls, and if children were not even conscious that they were learning about literacy? What if children really cared about the situation and felt they could act toward it in a literate way? (p. 479).
It is important that English Language Learners are given the opportunity to explore and expand their language experiences naturally. According to Andrews, experiences are best if they are “intertwined.” He suggests using wordless picture books and encouraging students to create the narration and dialogue to build oral language skills and story structures (Andrews p. 323). It is important that struggling readers and ELL students are challenged cognitively while being supported within their skills (Richardson, Morgan, Fleener, p. 395). Integrated curriculum is encouraged by Andrews as a way for English Language Learners to build on existing knowledge (p. 327).
Making connections has been widely described by Keene and Zimmerman. They discuss three major types of connections (text-to-self; text-to-text and text-to-world. This text lends itself to supporting learners in making all three types of connections. The process of making connections is one that needs to be supported through teacher modeling and explicit instruction. It is, according to Keene and Zimmerman, important that learners are being supported in making “meaningful” connections (Keene and Zimmerman).
Book Talk Presentation Book cover image: http://www.amazon.com/Cant-Take-Balloon-into-Museum/dp/0803725701
<ul><li>Meg Torres </li></ul><ul><li>UTA LIST 5345-Section 1010 </li></ul><ul><li>Cohort 10 </li></ul><ul><li>Certification Sought: Masters of Education in Curriculum and Instruction with Emphasis and ESL Endorsement </li></ul><ul><li>Current Position: Kindergarten </li></ul><ul><li>July 21, 2010 </li></ul>Life imitates art, more than art imitates life. Oscar Wilde
Academic Honesty Statement <ul><li>I have read and understand the UTA Academic Honesty clause as follows: “Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonest includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.222)>” Further, I declare that the work being submitted for this assignment is my original work (e.g., not copied from another student or copied from another source) and has not been submitted for another class. </li></ul>
Reflection Statement <ul><li>I developed this Power Point Presentation Booktalk Review for LIST 5345 Content Area Reading and Writing in Summer 2010 prior to my second practicum course. This lesson plan demonstrates my ability to assess curriculum resources and plan for classroom instruction. </li></ul><ul><li>This presentation demonstrates that I have a firm understanding of NAEYC Standard 4: Teaching and Learning Substandard 4d: Building meaningful curriculum. The selected text allows for many curriculum choices outlined in this presentation that provide meaningful, interactive experiences that promote deeper-level-thinking and skill-based knowledge. In addition, this presentation demonstrates that I have firm knowledge of Colorado Reading Teacher Standard Instructional Practice #4: Understand issues related to comprehension of text. The text requires activating prior knowledge, developing students’ experiential bases, and promoting thoughtful responses to the text. The text and lesson plan suggestions include using existing schema, making connections and making inferences. The presentation also demonstrates that I take into account and am able to meet the needs of a wide-variety of learners as outlined in IRA Standard 2: Instructional Strategies and Curriculum Materials 2.3: Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. The selected book and associated lesson plans involve children in the genre of wordless picture books. Wordless picture books create an excellent opportunity for ELL students to access and increase conceptual knowledge and build vocabulary and story structure. </li></ul>
Section I: Bibliography Information from the Library of Congress: LC Control Number: 2001028748 LCCN Permalink: http://lccn.loc.gov/2001028748 Type of Material: Book (Print, Microform, Electronic, etc.) Personal Name: Weitzman, Jacqueline Preiss Main Title: You can’t take a balloon into the Museum of Fine Arts/ story by Jacqueline Preiss Weitzman; pictures by Robin Preiss Glasser. Created New York: Dial Books for Young Readers, c2002. Description 37 p. : col. Ill; 29 cm ISBN: 0803725701 Weitzman, J.P. & Glasser, R.P. (2002). You can’t take a balloon into the Museum of Fine Arts. New York, NY: Dial Books for Young Readers. Amazon recommended age: 4-8 Borders recommended age: 4 and up Book cover image: http://www.amazon.com/Cant-Take-Balloon-into-Museum/dp/0803725701
Author/Illustrator The author, Jacqueline P. Weitzman is an art history major from Vassar. She also holds a degree from Parsons School of Design. The illustrator, Robin P. Glasser, was a lead dancer with the Pennsylvania Ballet for eleven years. After her dancing career ended, she began illustrating children’s books. She has illustrated books for Judith Viorst, Lynne Cheney, Sarah Ferguson and the three books for the museum/balloon series. She is currently well know for illustrating the Fancy Nancy series. Jacqueline Weitzman and Robin Glasser are sisters Jacqueline Weitzman conceived the idea for the book series after tying her son’s balloon outside a museum before entering and then wondering what might happen….
Reviews Reviews (from Children’s Literature Review and Amazon) describe the book as a hilarious, joyous, manic romp that will mesmerize youngsters. The pen and ink illustrations, with just a little color, are described as providing accurate information about the city while keeping emotions in high gear. Reviews outline various aspects of the book, including incorporating famous art, specific information about the art, map of the balloon’s route through the city, and biographical sketches of famous people within the artwork, It is described as a book that will provide hours of clever and imaginative, page-turning fun that is perfect for kids of all ages. http://www.amazon.com/Cant-Take-Balloon-Metropolitan-Museum/dp/0803723016 http://www.borders.com/online/store/TitleDetail?sku=0803725701 ALA Notable Book Award CCBC Choice Award
Summary This wordless picture book, the third in a series, brings the reader on a journey through the streets of Boston (where a variety of historical figures are hidden among the artwork), and simultaneously introduces the reader to a variety of famous works of art. Imagine if your grandparents bought you a shiny new green balloon and then took you to the museum! But then imagine if you found out that you couldn’t take your new balloon into the museum! What would you do? In this story, the young girl who owns the balloon gives it to her grandmother to watch over while she enters the Museum of Fine Arts in Boston with her grandfather and younger brother. When the grandmother isn’t looking, the balloon escapes and winds its way through the historic streets of Boston. Look carefully and you’ll see how life often imitates art!
Personal Response <ul><li>This book is beautifully </li></ul><ul><li>illustrated with great accuracy and detail. The reader is instantly drawn in by the emotion incorporated into the drawings and the correlations established between the famous artwork and everyday life events is highly imaginative. It is a book that can be equally enjoyed by all age ranges, from young child to adult. It is equally accessible to all populations, including ELL and struggling readers, as the story is told completely through pictures with no written text. The book has a myriad of possibilities for use in an educational sense, and it is presented in a creative, fun-filled manner. </li></ul>
Applicable to Teaching <ul><li>Every part of this book is appealing to young children and applicable to their developmental growth. </li></ul><ul><li>Illustrations are accurate and detailed and invite a reader to continue to engage with the book past its first reading. </li></ul><ul><li>Storyline is engaging and lends itself to interpretation and deeper level thinking </li></ul><ul><li>Content is suitable for instruction across disciplines </li></ul><ul><li>Storyline is enjoyable for both young students and adults. </li></ul>
Life imitates art, more than art imitates life. Oscar Wilde
Life imitates art, more than art imitates life. Oscar Wilde
Life imitates art, more than art imitates life. Oscar Wilde
Life imitates art, more than art imitates life. Oscar Wilde
Benefits for students <ul><li>All young learners gain: </li></ul><ul><li>Literacy through art - expands network of “literacy” </li></ul><ul><li>Relation to everyday life occurrences </li></ul><ul><li>Refining of comprehension strategies: making connections </li></ul><ul><li>Deeper thinking: analysis, creation, synthesis, predicting… </li></ul><ul><li>Non-fiction within a narrative story structure </li></ul><ul><li>Exposure to maps </li></ul><ul><li>Storytelling through pictures </li></ul><ul><li>Sequencing of story </li></ul><ul><li>Possible interdisciplinary study </li></ul>
Benefits for students <ul><li>Strengths for ESL students and struggling readers: </li></ul><ul><li>Story is told through pictures instead of words which will serve to build oral vocabulary and story structure understanding </li></ul><ul><li>Non-fiction within a narrative story structure. </li></ul><ul><li>Book lends itself to an integration of curriculum. </li></ul><ul><li>Book challenges thinking while not requiring reading skills. </li></ul>
Web-Based Lesson Plan Suggestions <ul><li>Web-based suggested use for this </li></ul><ul><li>book falls within two main </li></ul><ul><li>categories: </li></ul><ul><li>Telling or writing a story that </li></ul><ul><li>would correlate to the pictures </li></ul><ul><li>of the book. Questioning children </li></ul><ul><li>as to what is occurring in the </li></ul><ul><li>book. </li></ul><ul><li>Using the book as an introduction </li></ul><ul><li>to an art museum prior to a </li></ul><ul><li>visit or as a support following a </li></ul><ul><li>museum trip. </li></ul>http://188.8.131.52/lessons/lesson_view.asp?id=130 http://www.ehow.com/how_4715324_children-love-art-museums-galleries.html http://www.squidoo.com/art-museum-field-trip http://www.mfa.org/ http://www.viatouch.com/learn/teacher/articles/wordless_picture_books.jsp
Correlation to State Student Standards Reflection <ul><li>This book connects to Colorado State Student Standards: </li></ul><ul><li>Reading, Writing & Communication (Kindergarten) Standard 4: Research and Reasoning: Substandard 3: Quality of thinking depends on the quality of questions. This text promotes higher level thinking among the learners by making connections across disciplines. Related extensions could call on students to deepen these connections using a variety of thinking strategies. </li></ul><ul><li>Visual Arts (Kindergarten) Standard 1: Students recognize and use the visual arts as a form of communication. This text allows learners to use art as a universal language the communicates a variety of viewpoints and ideas. It requires that students sharpen their observation and critical thinking skills while cultivating visual literacy and developing a repertoire for self-expression. The text asks that students compare visual images and ideas and possible extensions might have students selecting and using visual images to communicate their own meaning. The text also introduces learners to a variety of different types of art and provides means to identify these different artworks. </li></ul><ul><li>Visual Arts (Kindergarten) Standard 4: Students relate the visual arts to various historical and cultural traditions. This text gives opportunity for students to become exposed to notable contributions throughout history and across cultures. It provides opportunity for students to understand the role of the visual arts in shaping cultures and building civilizations. This exploration of art,h history and culture teaches students to understand their own expression in relation to the expression of others. This text lends itself to activities that will promote students to explore art in a variety of interactive ways. </li></ul><ul><li>In addition to the above outlined standards, this text has the potential to connect to a variety of other state student standards depending on the extensions implemented by the teacher. </li></ul>
Correlation to National Standards Reflection <ul><li>This book connects to the following national standards: </li></ul><ul><li>IRA Standard 2: Instructional Strategies and Curriculum Materials 2.3: Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. This book involves children in the genre of wordless picture books. Wordless picture books create an excellent opportunity for ELL students to access and increase conceptual knowledge and build on vocabulary and story structure. </li></ul><ul><li>IRA Standard 4: Creating a Literate Environment 4.2 : Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program. The very premise of this book is to tie famous artwork to current events to which children can relate and make connections. </li></ul><ul><li>NAEYC Standard 4: Teaching and Learning Substtandard4d: Building meaningful curriculum - Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children. This book lends itself to many curriculum choices that provide meaningful experiences that promote deeper level thinking and skill-based knowledge as will be outlined later in this presentation. </li></ul><ul><li>This book aligns with a variety of other national content standards, including art, science, history and geography depending on the extensions a teacher chose to implement. </li></ul>
Correlation to State Teacher Standards Reflection <ul><li>This book connects to the following Colorado State standards: </li></ul><ul><li>Colorado Reading Teacher Standard Instructional Practices #2: Understand the use of communication arts in fostering reading development: This text allows for the use of techniques to promote students’ oral language skills, the oral-reading-print connection and builds on existing student linguistic competence. </li></ul><ul><li>Colorado Reading Teacher Standard Instructional Practice # 4: Understand issues related to comprehension of text: The text requires activating prior knowledge, developing students’ experiential bases, and promoting thoughtful responses to the text. The text promotes reading strategies including using existing schema, making connections and making inferences that comprehension. </li></ul><ul><li>Colorado Reading Teacher Standard Instruction Practice # 9: Understand the selection and use of reading materials for classroom purposes. The lesson incorporates the genre of wordless books and creates an understanding that these books provide opportunities for deeper thinking. The text draws upon representations of society, both from an historical perspective and a modern perspective. </li></ul><ul><li>Colorado Reading Teacher Standard Instructional Practice #7: Understand reading instruction for students with special needs. This text is an appropriate choice to meet the needs of a diverse group of students, including ESL students and those with learning challenges as it allows them to participate fully in the activity without needing to read. The interpretation and cognitive thinking involved in accessing text meaning and the possible associated extensions are rich in content but do not require developed reading skills. </li></ul><ul><li>This book aligns with a variety of other Colorado state content standards, including art, science, history and geography depending on the extensions a teacher chose to implement. </li></ul>
Application to the Classroom <ul><li>I chose the book You Can’t Take A Balloon Into The Museum of Fine Arts partly because it is a text that is easily and authentically integrated across disciplines. This is something that is a focus at my school and something that I continually strive to do in my classroom. </li></ul><ul><li>I have used this book with my students in the past and use it as a grounding book to talk about text connections. In addition to this literacy connection, I use the book to extend to other areas of learning across the curriculum, including geography, history, art appreciation and science. Because I utilize the book across content areas, I will outline a possible learning extension for several areas of the curriculum. </li></ul>
Application to the Classroom Literacy - Making Connections <ul><li>Once introduced to making personal connections to books, learners often are quick to raise their hands to tell me, “I have a connection!” </li></ul><ul><li>The problem soon becomes that the connections, “My house is yellow,” or “My dad’s name is also Tom,” are what I often refer to as “shallow connections.” </li></ul><ul><li>Instead of accepting these connections, it is important that teachers help to move learners to more meaningful and often less literal connections. </li></ul><ul><li>Learners should know that there are a variety of types of connections. </li></ul><ul><li>This book lends itself beautiful to expanding and deepening the exploration of connections. </li></ul>
Application to the Classroom Literacy - Making Connections (cont.) <ul><li>Learners will analyze the different picture pairs included in the book and discuss the similarities and differences between the two pictures. Learners will discuss their interpretation of the connection between the two images. </li></ul>
Application to the Classroom Literacy - Making Connections (cont.) <ul><li>Learners will tell and discuss the story from varying viewpoints. What is the girl thinking throughout the story? The grandmother? The balloon. How about some of the minor players like the pitcher at the baseball game or the couple in the library? What are their stories? </li></ul>
Application to the Classroom Art - Making Connections <ul><li>Learners will discuss Oscar Wilde’s quote, “Life imitates art more than art imitates art.” </li></ul><ul><li>Learners will look for other connections in their world where life imitates art. They will compose their own photograph showing life imitating art. Do the images have to be exactly the same? What constitutes a deep connection? </li></ul>Source: http://www.buzzfeed.com/mjs538/30-pictures-of-life-imitating-art
Life Imitating Art Source: http://www.buzzfeed.com/mjs538/30-pictures-of-life-imitating-art
Application to the Classroom Geography/History <ul><li>The text uses a map to outline the balloon’s journey through historical Boston. If a balloon was to travel through your city, what historical places would it visit? What would be its route? </li></ul>
Application to the Classroom Science <ul><li>How do the properties of helium and air differ? How are they the same? Why do helium balloons rise to the ceiling and balloons filled with air do not? What might make a helium balloon not rise to the ceiling? Put it in the refrigerator? Mix it with regular air? Other ideas? </li></ul>Source: http://www.google.com/images?client=safari&rls=en&q=helium%20balloons& oe=UTF-8&um=1&ie=UTF-8&source=og&sa=N&hl=en&tab=wi&biw=1280&bih=702
Application to the Classroom Supporting literature Cover Art: http://www.amazon.com/Unlikely-Pairs-Bob-Raczkas-Adventures/dp/0761323783/ref=pd_sim_b_5 Unlikely Pairs by Bob Raczka This book is an ideal companion to the featured text. Raczka connects two renowned unrelated pieces of art. It’s the readers’ job to interpret the connection.
Application to the classroom Supporting literature What do a pig and an arrangement of flowers have in common? More Than Meets the Eye By Bob Raczka Again, Raczka has the reader looking at art differently, this time by categorizing famous pieces by the senses that might be tapped into by viewing it. Art that might make us think of tasting or hearing or smelling are linked together. Cover art: http://www.amazon.com/Seen-Art-Jon-Scieszka/dp/0670059862/ref=sr_1_1?ie=UTF8&s=books&qid=1279754812&sr=1-1
Application to the classroom Supporting literature Seen Art? By Jon Sciezka This is another art adventure that would compliment the featured text. In this book, a young boy is searching for his friend named “Art.” He asks a passerby if he has “seen Art?”, and he is directed to the art museum where the young boy continues to look for his friend while also seeing a lot of “art!” Cover art: http://www.amazon.com/Seen-Art-Jon-Scieszka/dp/0670059862/ref=sr_1_1?ie=UTF8&s=books&qid=1279754812&sr=1-1
Application to the classroom Supporting literature A Nickel, a Trolley, a Treasure House By Sharon Reiss Baker Set during the turn of the century, a young immigrant who loves to draw, is supported in his passion by his teacher who takes him to the museum for a day of exploration. Cover art:http://www.amazon.com/Nickel-Trolley-Treasure-House/dp/067005982X
Application to the classroom Supporting literature Where Do Balloons Go? By Jamie Lee Curtis “ Where do they go When they float far away? Do they ever catch cold, And need somewhere to stay?” A story in rhyme that wonders what happens to lost balloons. Cover art: http://www.amazon.com/Where-Do-Balloons-Uplifting-Mystery/dp/006027980X
Application to the classroom Supporting literature The Red Balloon by Albert Lamorisse This is the classic story of a boy who befriends a red balloon. It would be a great connective piece of visual support and connection for the text (either in video or book form). Cover art: http://www.amazon.com/Red-Balloon-Albert-Lamorisse/dp/0385003439/ref=pd_sim_v_1
Application to the classroom Supporting literature The Yellow Balloon by Charlotte Dematons This is an oversized wordless book that follows a rogue yellow balloon to various geographical points throughout the globe where it encounters a variety of fanciful and historical situations. This book lends itself to lots of schema building and oral language development! Cover art: https://www.amazon.com/gp/css/history/orders/view.html/ref=ya_T16_70c
Student Interview <ul><li>I have used this book with my kindergartners in the past and, for my student interview, I connected with Lizzy, a former student to get her impression of the book. </li></ul><ul><li>Lizzy was excited to have a chance to peruse the book with me again. She told me that she “loved it!” When I asked her what she specifically liked about the book, she told me that she really liked the pictures and “the way what is happening on the street is also happening in the art museum.” Her favorite set of pictures was “the one with the juggler because it’s kind of like the other picture but it’s also different.” She also mentioned that she liked it because she had a connection to it because she remembered when we tried to juggle in class. She also mentioned that she had enjoyed our trip to the Denver Art Museum and had REALLY liked “when we made ourselves look like the pictures!” She also remembered making the map of her purple balloon’s journey through Denver and said she has it hanging in her bedroom. </li></ul><ul><li>Another positive and very authentic indicator of students’ impressions of the book is that the class voted it as one of their choices of books to purchase for the library this year (see librarian for explanation of this process). This is quite an honor for a book and truly shows the students’ connection to and appreciation of the book. </li></ul>
Teacher Interview #1 <ul><li>I interviewed Carla, a kindergarten teacher, regarding her literacy practices in her classroom. She has a library filled with a variety of books including fiction, non-fiction, magazines, chapter books, wordless books and atlases. She starts her school year with a small amount of books and she adds to it throughout the year. She displays her books in tins with covers facing forward. Her classroom has a lot of picture support. This helps beginning readers as well as assisting ELL students. She has shelves labeled with pictures and words, pictures that support the daily schedule, and graphs. She uses pictures as much as possible to match with words and labels to support those that need it. </li></ul><ul><li>Carla uses multiple copies of leveled texts during guided reading groups. These support children in both fiction and non fiction reading. The differences between the two genres are differentiated early in the school year, and Carla is very aware of choosing all types of books for reading groups. </li></ul><ul><li>Carla does not utilize a a silent reading time in the classroom, but she does have assigned reading twice a day. One of these is part of a group rotation (beginning midway through the year) and another buddy reading time in the afternoon for 20 minutes. During buddy reading, children can choose to read individually if they choose. </li></ul>
Teacher Interview #2 <ul><li>I interviewed Melissa, a first grade teacher. She has an extensive class library. Many of the books were used by her own children when they were young. The library consists of picture books, magazines, chapter books, and newspapers. She uses highly predictable books for her ESL students. She also uses books with lots of pictures with her ESL students because this promotes conversation and develops vocabulary. For struggling readers, she uses predictable books and books that have some predictable phonetic patterns. She also relies on books that the kids show great interest in to provide motivation. Currently Star Wars and American Girls books are very popular. Melissa also mentioned that many of her struggling readers really like non-fiction books. They often have background knowledge and high interest in the topics which helps with motivation and schema. </li></ul><ul><li>Melissa holds a daily sustained reading time each day that lasts about an hour. She notes that children who are struggling readers or ESL students can have difficulty being productive for the entire hour so she often has them engaging in paired activities, games or in a teacher-directed group for some of the time. </li></ul>
Librarian Interview <ul><li>I interviewed Suzy Frachetti, the librarian for Bill Roberts K-8. She explained to me that the district has two main approved book vendors--Baker & Taylor and Follett. Each library has an account with these vendors and she can create online carts to be submitted electronically. Budget money is administered by ERS (district oversight dept) and all orders are submitted and processed through that dept. She can also order with individual, smaller vendors, but she still needs to submit all orders to ERS (she has ordered with smaller vendors like Capstone, but she mainly does online orders with Baker & Taylor). Suzy explained that since we are a large district, we have negotiated a large volume discount (30% - 40% off list price) with most approved vendors. Also, B&T and Follett provide collection mapping and book record services to the district. </li></ul>
Librarian Interview (cont) <ul><li>Every year, Suzy attends a district sponsored vendor book fair to get ideas for new book titles & series. She also reads the online reviews for every book she purchases--this is especially helpful to her if she can't actually see the book in person. She uses her knowledge of the collection and her yearly (mandatory collection map--detailed overview report of the state of the collection that she prepares based on collection sampling and generated statistical reports), as well as student interest and curriculum needs to help her choose books for the school’s collection. Suzy feels that this is why it is soooo important to be "hands on" with book check out--it is one of the ways she become intimately familiar with the collection and the needs/wants of students and teachers. </li></ul>
Librarian Interview (cont) <ul><li>Suzy told me she spends a considerable amount of time creating her book orders. Each and every book is carefully considered with respect to quality, necessity, readability, kid appeal in order to round out some aspect of the collection. </li></ul><ul><li>The library has a "new books" table where Suzy always put newly received books. Kids know about it and she makes sure to direct kids there on book check out days. She also "book talks" her favorites, and she is working with some teachers to create online student book talks as well. I also do favorite library author and genre studies with the younger grades. </li></ul>
Librarian Interview (cont) <ul><li>The library has a popular magazine section with titles like "Boy's Life, American Girl, National Geographic Kids, etc. and students in 3rd grade and up can check out one magazine per week. The library has extensive non-fiction and fiction collections with all the most popular series and authors represented. Suzy is continually working on creating a balanced non-fiction collection with books at a variety of reading levels in all the most popular and curriculum-based subjects. The library has a decent Biography section and an expansive Easy Fiction section. The Young Adult (grade 6-8) section is small, but matches the number of students currently in those grades. The library does not maintain a circulating DVD collection, but there is a limited number of DVD/videos available for teacher check out. </li></ul>
Librarian Interview (cont) <ul><li> Suzy described that students' tastes vary--some are non fiction junkies, others have their favorite authors and/or genres. Both fiction and non-fiction books are equally popular and in high demand. Teachers also play a huge role in influencing student choices. </li></ul><ul><li>Last year Suzy began a new book buying incentive where each class raised money to buy books for the library. In my class, we raised enough money to buy eight new books! The children and I reviewed the books we had read throughout the year. I put all the books out on tables and each child received eight sticky notes to vote for their favorite choices. The top eight choices were the ones we contributed to the library. These books will have a special name plaque in them and will be in a designated place in the library. Suzy was able to add over 50 books to the library through this program! </li></ul>
Bibliography <ul><li>REFERENCES </li></ul><ul><li>Andrews, L. (2006). Language exploration and awareness: A resource book for teachers (3rd ed). Lawrence Erlbaum Associates, Publishers, Mahwah, NJ. </li></ul><ul><li>Hall, N. (1987). The emergence of literacy. Heinemann, Portsmouth, NH: </li></ul><ul><li>Keene, E. & Zimmerman, S. (1997). Mosaic of thought. Heinemann, Portsmouth, NH. </li></ul><ul><li>Richardson, J.S., Morgan, R.F. & Fleener, C.E. (2009). Reading to learn in the content areas. Wadsworth Cengage Learning, Belmont, CA. </li></ul><ul><li>TRADE BOOK REFERENCES </li></ul><ul><li>Curtis, J. L. (2000). Where do balloon go? HarperCollins, New York Y. </li></ul><ul><li>Dematons, C. (2004). The yellow balloon. Hand Print, New York, NY. </li></ul><ul><li>Lamorisse, A. (2000). The red balloon. Oberon Book, UK. </li></ul><ul><li>Lamorisse. A. (1956). The red balloon (video). Janus Films. </li></ul><ul><li>Raczka, B. (2003). More than meets the eye. Millbrook Press, Hartford, CT. </li></ul><ul><li>Racka, B. (2005). Unlikely pairs. Millbrook Press, Hartford, CT. </li></ul><ul><li>Scieszka, J. (2005). Seen art? Viking Juvenile, New York, NY. </li></ul><ul><li>Weitzman, J.P. & Glasser, R.P. (2002). You can’t take a balloon into the Museum of Fine Arts. New York, NY: Dial Books for Young Readers. </li></ul>
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