Blog 2 EDRG 3321

Looking at the history of childrens literature it is interesting to see that not long age books were not written specifically for children. The history of childrens literature is actually very short. It was not until children were viewed as a special part of the human life cycle instead of little adults who would step into their parents place that literature for children became important. Chapter two outlines the history of childrens literature.

The Milestones In The History of Childrens Literature

• The Oral Tradition - Long before recorded history, family units and tribes shared their group traditions and values through stories told around the campfire (Norton pg45). It was at this time that folktales and mythologies were created to tell the stories of the origins of the universe and ethical truths. Every continent around the world has a history of oral tradition through folklore. During the Middle Ages European oral tradition reached reached its climax. It was at this time that castle tales and cottage tales provided people a chance to here tales about noble warriors like Beowulf and King Arthur. Today European folktales, myths, and legends are considered ideal for sharing with children. However in the early times stories for young children were considered unnecessary. The stories however that were told and retold for hundreds of years eventually become some of the first printed books in Europe.

Standards Of Evaluating Young Adult Literature

• When evaluating literature written for young adults, the books should adhere to a high quality literary standard. Fictional literature should have believable plots and conflicts and characters who overcome problems in a way that is believable to the readers. The books should give the readers an opportunity to place themselves in the place of the character and emphasize with the protagonist and antagonist. They should be able to understand points of views different from their own. Nonfiction literature should motivate, inspire, and instruct.

The History of Censorship

• According to Websters Dictionary a censor is"a person empowered to suppress publications or excise any matter in them thought to be immoral,seditious, or otherwise undesirable." However what society deems immoral,seditious, and undesirable changes over time with political and social attitudes. Censorship has always existed in some way or another but weather or not books should be banned seems to change with social trends.

What it means to me?

For me I have to say censorship is a gray area. As a teacher we are responsible for choosing our children's literature but there are certain stories that some would like to censor that I deem necessary. For example "Uncle Toms Cabin" discusses slavery in America. Some deem this inappropriate because of the issue of racism but I think it is a good way to discuss our history. I don't think books should be banned. As a parent if you don't like what story your child is reading inform the teacher so that he or she may provide an alternative. Don't take the opportunity to read a wonderful story away from another child.

How it applies to the classroom?

As teachers we are responsible for determining what is appropriate and what is not for our students. We need to take the proper steps for evaluating our classroom literature. In a sense we all have to censor at some point or another.

BLOG 3 EDRG 3321

As a teacher we are responsible for determining what is appropriate for the classroom. When you are evaluating weather or not a book is appropriate you should ask yourself some questions. Here are some examples:

· Is this a good story?
· Is the plot believable?
· Did the main character overcome the problem, but not too easily?
· Did the climax seem natural?
· Did the characters seem real?
· Did the rest of the language sound natural?
· Did the characters fit into the setting?
· Was the theme worthwhile?

I do believe that evaluating a book is value based. It is impossible not to be. It is human nature for us to rely on our values in every aspect of our lives. Including evaluating books for our classroom. To deny ones values is to deny oneself. As a teacher we just have to remember that our students values are not going to be exactly like ours and try to respect that as much as possible without limiting their education.

A character/setting analysis of children's books should be done in order to better understand the story. The purpose of an analysis is to help the students dissect the character. For example to help the students understand weather the character was dynamic or static. Or understand the difference between direct characterization and indirect characterization. This accomplishes a deeper understanding of the story in its entirety. It allows them to see it more clearly and relate it to themselves others they know.

Blog 3 EDRG 3344

Briefly discuss the reading and writing process.

In the reading process there are key features. These features include:
Stage 1: Prereading
• Choose a book
• Activate or build background knowledge
• Make predictions
• Set purposes for reading

Stage 2: Reading
• Apply skills and strategies
• Take notes
• Read the illustrations, charts, and diagrams
• Read the entire text from beginning to end

Stage 3: Responding
• Write in a reading blog
• Participate in a grand conversation or an instructional conversation

Stage 4: Exploring
• Reread and think more deeply about text
• Make connections with personal experiences
• Examine the authors craft
• Participate in minilessons

Stage 5: Applying
• Use information in theme cycles
• Connect with related books
• Create a project
• Values the reading process
During the writing process the focus is centered on what students think and do as they write. The writing process also contains five stages. The five stages include:
Stage 1: Prewriting
• Students write on topics based on their own experiences
• Students engage in rehearsal activities

Stage 2: Drafting
• Students write a rough draft
• Students emphasize content rather then mechanics

Stage 3: Revising
• Students reread their own writing
• Students share their writing in groups

Stage 4: Editing
• Students proofread
• Students meet with teacher for final editing

Stage 5: Publishing
• Students publish their writing in an appropriate form
• Students sit in authors chair to share their reading

My experience with the writing process I have to admit is not very good. Now don’t get me wrong, my English teachers over the years have thought me well I just don’t follow the process. For me my writing is my first instinct. I am not the person that sits down and writes a rough draft unless it is required. I don’t do the draft because I feel that what I write originally is what my gut was telling me. If I do more than one draft then my writing tends to change because I begin to over think things. I remember a time a couple of years ago my husband and I took comp one together and we had an assignment do on a story we read. He could not believe a was going to turn in my first draft. He had read it and thought I should change somethings. I did not believe that and went with my first instincts. I got an A on the paper. He however wrote and rewrote to the point that his original paper was almost completely changed. He got a C . I feel that a writer should do what ever feels good for them. I do believe in editing however. I can’t say I don’t make grammatical errors because it happens, but that is something I hate to see. One should always proofread.

EDRG 3344 Blog 2

In chapter four Tompkins began discussing emergent literacy. Emergent literacy is the current approach to language arts instruction in kindergarten through second grade. According to Teale and Sulzby, children begin learning the functions of literacy through observing and participating in real life settings in which reading and writing are used. They develop reading and writing abilities concurrently and interrelatedly through experiences in reading and writing. They also construct their understanding of reading and writing through active involvement with literacy materials.
Chapter four also discussed fostering young childrens interest in literacy. In this section we learn that childrens introduction to written language begins before they come to school. They learn to read signs and other environmental print in their community. They experiment with writing and have parents write for them. Once they hit kindergarten their knowledge about written language expands quickly as they participate in meaningful. functional, and genuine experiences with reading and writing.
The text states that through experience in their homes and communities, young children learn that print carries meaning and that reading and writing are used for a variety of purposes. Teachers demonstrate the purposes of written language and provide opportunities for students to experiment with reading and writing by: posting signs in the classroom, making a list of classroom rules, writing notes to students in class, and a list of many other things.
The text also discusses how children develop concepts about the alphabet and how letters are used to represent phonemes. Emergent readers use all four language arts systems which are ; phonological,semantic,syntactic,and pragmatic. At this point the alphabetic principle comes into play. According to the alphabetic principle there is a one to one correspondence between graphemes and phonemes such that each letter represents a sound. But our twenty six letters of our alphabet represent forty four phonemes. This can make it harder for children to learn.

When I read the chapter I immediately thought of my nephew. When he was about three years old he could drive by those golden arches we all know so well and tell us that it was McDonalds. Not because he could read but because he could recall us sayint thats what it's name was. This applies to the classroom because as teachers we need to set up an environment where the student can learn through active envolvement. With centers that has literary items such as a doctors office with pens and paper for writing prescriptions. Posting signs in the classroom.