Booktalk take 2


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  • 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).
  • This site has links to a variety of museum sites. 2. This site has a variety of lessons that center on art appreciation and children. According to Da Vinci, “everything connects.” This site stresses the importance of making connections between disparate things as being one of the most important factors of creative thinking skills ( ) retrieved 7/26/10). 4. This site focuses on developing critical thinking in children
  • 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).
  • Booktalk take 2

    1. 1. Book Talk Presentation Book cover image:
    2. 2. <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 27, 2010 </li></ul>Eventually everything connects. People, ideas, objects. The quality of of the connections is the key. ~ Charles Eames
    3. 3. 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>
    4. 4. 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>
    5. 5. Section I: Bibliography LC Control No.: 2003014078 LCCN Permalink: Type of Material: Book (Print, Microform, Electronic, et. Personal Name: Racka, Bob Main Title: Unlikely pairs; fun with famous works of art/Bob Raczka Published/Created: Minneapolis, Minn.: Millbrook Press, c2006 Description: 31 p. : col. Ill; 27 cm. ISBN: 9780761329367 (lib. Bdg.) ISBN: 0761329366 (lib. Bdg.) ISBN: 9780761323785 (pbk.) ISBN: 0761323783 (pbk.) Call Number: N7477.$34 2006 Raczka, B, ( 2006). Unlikely pairs: fun with famous works of art. Minneapolis, MN. Millbrook Press. Amazon recommended age: 4-8 Borders recommended age: 8 - 12 Book cover image: Art appreciation - Juvenile Literature 1. Art appreciation 2. Painting
    6. 6. Author Raczka focuses his books on helping children to see and appreciate art and artists in new ways. Raczka is an award winning copywriter and creative director of an advertising firm. After establishing himself in this field and following the birth of his first child, he began writing children’s books. ALA Notable Book Award Winner “ Writing books for children is the most rewarding thing I have ever done.” Bob Raczka Photograph: Biographical information:
    7. 7. Reviews According to the School Library Journal Review, Raczka should receive an A+ for cleverness for his book that pairs unconnected artwork; artwork that would likely never be seen displayed in a museum side-by-side. Although this is a wordless book, the review describes the back-end section that contains thumb-nail illustrations along with additional information about the author and the artwork. The review suggests that the book is an amusing way to introduce children to famous works of art. ALA Notable Book Award A+
    8. 8. Summary Get your mind ready! This book will get you thinking! Unlikely Pairs has the reader taking two pieces of art from different artists and from different eras and pairs them together to make a connection. Can you figure out how the pieces go together?
    9. 9. Personal Response <ul><li>Although viewers of art usually analyze one piece of work at a time, this wordless picture book encourages the reader to make connections between two pieces of artwork. Museums usually display their work in collections, by author style or time-period. In this book, Raczka breaks from this tradition and pairs disparate pieces of art that still make a connection. It is a book that helps to flex learners’ brains and move them to new levels of critical thinking. </li></ul>
    10. 10. Applicable to Teaching <ul><li>This book is highly appealing to young children and applicable to their developmental and cognitive growth. </li></ul><ul><li>Artwork is appealing and “kid friendly.” </li></ul><ul><li>Book promotes critical thinking from the reader. </li></ul><ul><li>Content is suitable for instruction at different levels of cognitive development. </li></ul><ul><li>Book is engaging for both children and adults, making it legitimately thought-provoking and enjoyable for all. </li></ul>
    11. 11. Eventually everything connects. People, ideas, objects. The quality of of the connections is the key. ~ Charles Eames
    12. 12. Eventually everything connects. People, ideas, objects. The quality of of the connections is the key. ~ Charles Eames gs_rfai =
    13. 13. Eventually everything connects. People, ideas, objects. The quality of of the connections is the key. ~ Charles Eames
    14. 14. Eventually everything connects. People, ideas, objects. The quality of of the connections is the key. ~ Charles Eames
    15. 15. Benefits for students <ul><li>All young learners gain: </li></ul><ul><li>Literacy through art - expands network of “literacy” </li></ul><ul><li>Refining of comprehension strategies: making connections </li></ul><ul><li>Deeper and Critical Thinking </li></ul><ul><li>Exposure to variety of acclaimed art and artists </li></ul>
    16. 16. Benefits for students <ul><li>Strengths for ESL students and struggling readers: </li></ul><ul><li>Wordless format allows accessibility to all. </li></ul><ul><li>Wordless format serves to encourage oral language. </li></ul><ul><li>Challenges thinking while not requiring reading skills. </li></ul><ul><li>Exposure to different forms of thinking that does not require language proficiency. </li></ul>
    17. 17. Web-Based Lesson Plan Suggestions <ul><li>There are no specific web-based lessons that are available as an extension to this book. </li></ul><ul><li>Possible sites that could help in lesson planning and extensions for the book might include: </li></ul><ul><li>Museum and art related sites </li></ul><ul><li>Art and young children </li></ul><ul><li>Sites that look at relationships between disparate things and their interconnections. </li></ul><ul><li>Sites that encourage the development of critical thinking. </li></ul>
    18. 18. 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>
    19. 19. 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>
    20. 20. 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>
    21. 21. Application to the Classroom <ul><li>I chose the book Unlikely Pairs partly because it is a text that encourages both convergent and divergent thinking. </li></ul><ul><li>I have used this book with my students in the past and use it as a grounding book to discuss text connections. During the teaching of this text and our extensive exploration of connections, the class also engages in a study of famous art and artists. Part of the study involves a visit to the Denver Art Museum. </li></ul>
    22. 22. Application to the Classroom Literacy - Making Connections <ul><li>Young learner’s “connections” are often shallow and tend to be very literal: </li></ul><ul><li>“ I have a yellow house too!” </li></ul><ul><li>“ My dad’s name is Joe!” </li></ul><ul><li>It is important to move children past shallow and literal connections into more varied and deeper thinking connections. </li></ul><ul><li>This book lends itself beautiful to expanding and deepening the exploration of connections. </li></ul>“ I have a connection!”
    23. 23. Application to the Classroom <ul><li>Learners will analyze the different picture pairs included in the book and discuss what they perceive to be the connection between the two pictures. Learners will discuss their interpretation of the connection between the two images. </li></ul> gs_rfai =
    24. 24. Application to the Classroom <ul><li>Teacher will provide a wide selection of either famous artwork or a variety of pictures and children will find images that could connect and explain their reasoning behind the connection. </li></ul> =
    25. 25. 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 or connects with art. Students will compose their own photograph showing life imitating or connecting with art. Do the images have to be exactly the same? What constitutes a deep connection? </li></ul>Source:
    26. 26. Life Imitating Art Source:
    27. 27. Application to the Classroom <ul><li>Idioms: Students will look at various idioms and find the connection between the two disparate concepts. </li></ul><ul><li>Jokes: Students will find and possibly write jokes that connect two disparate things. </li></ul>All in the same boat = Everyone facing the same challenge What do you get when you cross a traffic policeman with a dog? A barking ticket!
    28. 28. Application to the Classroom <ul><li>Teacher will give students three “unrelated” words and students will decide which two connect and which one doesn’t belong and explain their reasoning. </li></ul>elephant egg dinosaur Which one doesn’t belong?
    29. 29. Application to the Classroom Supporting literature Cover Art: You Can’t Take A Balloon Into The Museum of Fine Arts By Jacqueline Preiss Weitzman and Robin Glasser This book is the perfect companion for Unlikely Pairs. A young girl visits the art museum while her rogue balloon takes a trek throughout Boston finding scenes that capture the flavor of the artwork the girl is viewing.
    30. 30. You Can’t Take A Balloon Into The Museum of Fine Arts By Jacqueline Preiss Weitzman and Robin Glasser
    31. 31. 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:
    32. 32. 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:
    33. 33. 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:
    34. 34. Application to the classroom Supporting literature Can You Match This? Jokes about unlikely pairs by Rick and Ann Walton This book has lots of jokes that join two things into a humorous combination. What do you get when you cross an owl with a duck? Cover art: A wisequack!
    35. 35. Application to the classroom Supporting literature Dubious Doublets By Stewart Edelstein What do dandelion and dentist have in common? This is a great reference book that traces words back to their historical roots to reveal a connection. Cover art:
    36. 36. 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 meet with me AGAIN to review another book. Lizzy was familiar with the Unlikely Pairs book, as it was a book that we had used in our classroom lessons last year. She was excited to look through the book again and told me that her “most favorite” set of pictures was the ship and the aerosol can combination because, she said, “That one is tricky!” She said that she remembered finding the different pictures and making connections between them and that had been fun. She remembered that she had connected a picture of a pillow with a hat because both are places for your head! She again told me that she had LOVED the art museum, especially when we tried to look like the art! She also really liked it when we played “Which one doesn’t belong?” In fact, we were able to play a few games before her mom picked her up! </li></ul>
    37. 37. 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>
    38. 38. 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>
    39. 39. 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>
    40. 40. 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 does utilize award lists, such as Orbis Pictus and Sibert, when choosing books. 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 &quot;hands on&quot; 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>
    41. 41. 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 &quot;new books&quot; 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 &quot;book talks&quot; 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>
    42. 42. Librarian Interview (cont) <ul><li>The library has a popular magazine section with titles like &quot;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>
    43. 43. 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>
    44. 44. 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>Edelstein, S. (2003). Dubious doublets: a delightful compendium of unlikely word pairs of common origin, from aardvark/porcelain to zodiac/whisky. J. Wiley Publishers, Hoboken, N.J. </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>Walton, R. & A. (1989). Can you match this? : jokes about unlikely pairs. Lerner Publications, Minneapolis, MN. </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>