Module 9 Blog Entry

Hello again!

It is safe to say that this week was filled with a ton of information Ashleigh and I learned about using literature in the classroom to initiate meaningful discussion. We talked how we will take what we learned and apply it to our future teaching.

The Reading Workshop
Ashleigh and I remember reading two of the required chapters for this week in previous modules but I decided to skim back through them to answer some of the questions that Dr. Powell asked in the module guide.

I recall chapter 5 of Serafini’s book interesting especially since we were focusing on the developmental stages of literacy in module 4 at the time. Here, I read up on the idea that literature can be used to unite a group of students and help them create relationships based on what they read. He goes further to say that reading aloud to students has great benefits and even gives strategies for reading aloud and gives advice on what type of literature to select for the classroom. The most important thing I took away from this was that you can’t force students to read but there are many ways you can make it fun so that they will want to learn how to read! The information read in this chapter will be very helpful to me one day!

Chapter 6 was a new read for this module and I will say that it also revealed some great information! I learned about what it means to “explore” literature. Ultimately, I myself have learned that reading is a journey. There are so many things to discover and so many things in stories we can make connections with. This is kind of what Serafini touched on. He explained how invested discussions among students help them share ideas and questions about a piece of literature they read. The goal is to have them relate the readings to their experiences and to the world (pg. 69). I took note of the warning for teachers to not get too involved with these discussions and dominate them (pg. 70). The role of teachers is to facilitate the discussion and to be there in case a disagreement gets out of hand. We are to be supporters of student’s interpretations as they explore the meanings of the book. As always, I like how Serafini gives strategies to promote such discussion. He suggests using the following approaches in the classroom: turn and share, making connections, share circles, sharing without raising hands, return to the book, attending to children’s questions, effective listening, and teacher’s willingness to accept possibilities (pg. 70-72). Although I understand the importance of asking students appropriate questions, it was interesting to read Serafini’s thoughts. He mentioned that with the many things that teachers have to worry about and get tied up in, they often ask inauthentic questions, not the type of “invested” questions that would lead them to explore their readings (pg. 72). I like how he points out that he’d rather ask his students “honest” questions rather than comprehension questions. While carrying on an invested discussion, this chapter also addressed the idea of using charts to help students make connections and see patterns among different pieces of literature. I like how an example chart was given comparing different stories about The Three Little Pigs (pg. 76). Among the many benefits of using charts, was that charts help to see connections between reading and writing and also promotes the organization of ideas. Serafini describes using web charts and minicharts to have his students make impressions, connections, and wonderings about what they are reading (pg. 74-75). He goes further to talk about the importance of helping students understand the different elements of literature when comparing text. Such elements include the different parts of a book (cover, spine, index, table of contents, etc.), setting, plot, mood, and theme. His goal was to get his student familiar with these terms so that they became everyday language used in meaningful discussions (pg. 77-79). I like how this chapter touches on another way to approach using focus units in order to help students make connections. While some teachers organize units of studies that are set in stone, Serafini describes coming up with a list and letting his students choose what books they relate to or want to explore further. I like how he exposes them to a variety of genres and ideas (pg. 81). The last thing I learned from Serafini in this chapter was the idea of using “cornerstone” books to build the foundation of a unit of study. A “cornerstone” book can be any type of book used to pull apart certain and change a part of the text to initiate a discussion and lead students to explore different perspectives (pg. 82-83).

I remember reading chapter 7 when I learned about reading comprehension and critical literacy in module 5. I do remember learning so much from this chapter about creating literature circles in the classroom. Serafini explained the process of preparing students to be part of rich discussions. I think it is important to note that students must make the decision to become part of a literature group—not the teacher. Therefore, Serafini described how he gives students a “preview” of what book/piece of literature they will be reading. Furthermore, he hands over responsibility by having committed students sign a contract saying that they are there to stay in the group. This chapter also discussed the process of lit study cycle—starting with a group of potential readers, the reading of a book, discussing the book, class presentations, and having learning celebrations (pg. 98-101). Serafini does stress that the role of the teacher during this time is also to facilitate the discussion and create an environment where students feel comfortable to share their ideas and opinions.
So, with all of that being said, how can literature be the core of your reading program? How can you develop readers who choose to read, not just readers who score proficient on a standardized test? Well, I believe there are many things I can take away from these three chapters to help me answer these questions. I think literature can be the core of a reading program by establishing a community of readers. Chapter 5 highlighted the importance of bringing children and literature together. As a teacher, I know that I will be the ultimate promoter of reading quality literature. I must encourage students to read different types of books and also give them many different opportunities to read. I think a great way to introduce quality literature is to read them during read alouds. I believe this type of exposure to literature can open many different doors! This, along with choosing books that align with a student’s likes, interests, and experiences can help develop readers who WANT to read.

Peterson & Eeds (Grand Conversations)
Wow! So the required reading from this book was a lot! However, it did give some helpful information that helped me answer the question: how can you encourage children to discuss and have “grand conversations” about their books? I found that a lot of the things mentioned in the text was much similar to what I read in Serafini’s chapters I discussed above. The first thing I noticed in the required readings from Grand Conversations was the importance of collaboration in the classroom! It’s all about community! This means that everyone works together to help one another share responses and construct meaning. Doing so helps students initiate meaningful discussion and dialogue; another thing the authors address. I learned that in order to promote effective dialogue, teachers must: 1) respect the interpretations all students give and 2) help in their development of interpretations (pg. 27). I think these are essential steps I would follow when encouraging children to discuss their books. Another vital step to use would be to take the stories and ideas highlighted in a story or piece of literature and help students find ways to relate them to their own lives. Teachers who demonstrate this make it possible for students to identify how the story “lives in them” (pg. 29).

Chapter Four of this text reminded me a lot of chapter 7 from Serafini’s Reading Workshop. Both discuss the importance of organizing literature groups and focusing on listing the different literary elements of a story. Helping students construct meaning by identifying important elements can initiate meaningful discussion about key events in a story. Covering elements such as story structure (plot, tension, etc.), characters, time, places, points of view, and moods all can help students become immersed in discussion and become exposed to many different ideas and perspectives (pg. 31-56).

I think another great point mentioned in chapter four of Grand Conversations highlighted the importance of teachers working to get the parents of students involved with their child’s reading. This is certainly one way to motivate students to talk about their books at home! Like Serafini, this chapter also addressed the importance of doing read alouds in school (pg. 65-67). Since students often look forward to read alouds, I agree that it would be beneficial for teachers to set aside a few minutes afterwards to ask questions and welcome comments from students. They don’t have to be questions that require in-depth answers, just one that ask students what they thought about the book and what they noticed. I think this is definitely a way to encourage students to discuss and have meaningful conversations about what they read!

Literature Response Ideas
I enjoyed reading through the list of possible questions teachers can ask their students after reading quality pieces of literature. I think children really need to think about what they read and find creative ways to convey the important ideas/events they read in a book. This list revealed so many things students could do to showcase their creativity and retell a story. I really liked the idea of letting students choose to write a letter to a character in the book because they can use that as an opportunity to ask questions and give opinions about how they would feel. Students can even retell the story by drawing a picture of their favorite parts, construct graphs of the class’ reaction to the book, and even make a diorama of a scene in the story. There were so many great ideas!

100 Picture Books That Everyone Should Read
Although only found a list of 23 picture books on the New York Public Library website, I will say that it is a great list to have! I’m assuming these are newer books so I have not read any of them but I will have to get started! I also skimmed through the other lists on this website giving the top books in other categories such as children’s chapter books, poetry, fairy tales, and even books by grade level. I’m sure I will keep this website in mind for later use!

Picture Books for Older Readers
I tried to access the list of books for older readers using the link Dr. Powell provided in this section. However, I get a message saying that they are in the process of updating the list so I will have to try again later. However, I did do to the Staff Picks for Kids section this page suggested to view a list of books selected by the staff of the Monroe County Public Library. Just name any topic you can think of and they are bound to have a book listed. They included names of books about things I don’t normally see in children’s books such as ones touching on the topic of adoption, understanding divorce, and even dealing with grief. These sound like helpful, interesting books that are certainly relevant to young children today. I will also keep this list in mind!

What Are Literature Circles and How Do They Fit in Reader’s Workshop?
It was interesting to read more about literature circles in this section. The online article was helpful because it gave answered the all-important question of what literature circles really are! The numbered list on this website ultimately revealed to me that literature circles promote independence with reading, which is something I find very important. Students can choose what books they read, discuss things they want to discuss, and ask any questions they may have. I like how item #9 on this list specified that throughout this process, the teacher does not lead the group, he/she only facilitates and observes. I think this is great because it helps students explore their own ideas as well as their peers’ without having the teacher prompt them with questions. Most importantly, they get to have fun! Moreover, it was interesting to come across some familiar names on this website. It described how literature circles fit into Pinnell’s and Founta’s reading program. It can be seen in the Independent Reading phase next to Reading Workshop (item #4).

Literature Circles Resource Center
Ashleigh and I found the link to the website found in this section to be quite helpful. I explored this website and took time to read the section about how to teach children how to have discussions. The first step described it to identify the elements of a good discussion. Within this section, students (and the teacher) should brainstorm ways they should act during a discussion and what kind of discussion etiquette should be displayed. The next step involves having students experience discussion by letting them jump into the discussion process. I really liked the “fish bowl” discussion idea because I can see how it can help students lose any fear associated with speak in front of the class and become actively engaged into conversation. Students are able to observe their peers who are used to participating in discussions and learn to develop ideas on how to give their input. After experiencing such discussion, the website suggests for teachers to develop guidelines for discussion. Students can give their thoughts about rules they think should be made during a discussion and then ultimately set “Literature Circle Guidelines” such as “there will be no reading ahead” and “everyone listens and everyone shares their ideas.” I also liked how it described the process of having students make a list of ways to make the “fish-bowl experience” successful. These are such great ideas!

Further exploration on this website led me to information on how to choose quality literature books that help initiate rich discussions. I noticed that student choice and interest plays a lot in the selection of books. I also read about how to use discussion to encourage students to write, and how to conduct literature circles in 1st-8th grade. I also liked the extension ideas given that will help students remind themselves of what they read or learned in a book. Activities include making a story quilt, a story hat, and a character bookmark. These were all very interesting ideas to consider!

Getting Conversations About Books Started in Your Classroom—Annenberg Video
The Annenberg video about starting classroom conversations revealed so much about how literature circles can be implemented in the classroom. The students in this video seemed to be so engaged in the discussion process. Katherine Bomer made a lot of interesting points throughout the section focused on her 5th grade class. I like how she mentioned that when she thinks about the things she remembers the best are the things she has talked about with other people ( around 4:18 in video) because it’s true! I couldn’t help but notice how involved Barry Hoonan’s class was into the discussion. They all seemed to agree with one another’s suggestions but I think the good thing about its that he did not give any input—he just sat there and observed the conversation (6:45).

Jonathan Holden described the use of discussions/conversation as a problem-solving tool, which is so true! Students are able to solve problems by contributing their ideas and then combining these ideas to make a plan. I really liked what Latosha Rowley said about students becoming comfortable with sharing their thoughts and ideas with their classmates. With discussions, they can open up and say what it on their minds (10:30). This is so important, after all, we have been reading about how a sense of community should be developed in the classroom. The video touched on the importance of teachers handing responsibility for learning over to their students (11:35). I thought the Consensus Chart idea one teacher gave was a great tool to use to engage student in sharing their ideas and solving what topic they wanted to address as a group (12:30). It was interesting to see one teacher using discussion guidelines and tips on how to have a discussion in her classroom (17:50). This brought me back to the information from the http://www.litcircles.org/ website I mentioned earlier.

I liked how the teacher at 21:40 mentioned that the kinds of questions he looks for in his students are ones that he may naturally ask himself. This is a great point! I think teachers should help students grow in their questioning and learn different ways to reach an answer to higher-level questions. It was mentioned that modeling questions is the best way to encourage students to develop questions of their own while reading or discussing ideas from a book. Mrs. Rowley’s use of a question board in her classroom is interesting because I can see how it allows students to ponder on questions other students asks, potentially opening up for future discussion (32:00). I thought it was interesting how one teacher described how he often has what I would call a “discussion about a discussion” because I can see how students could benefit from talking about how the discussion went and what things could go differently if people were off task (35:00).

Mrs. Bomer made a profound point that I think a lot of teachers overlook. She mentioned how she gives her students opportunities to get used to silence during their community reading time. She will read the book and then ask students questions to write down silently. I’m sure this helps children have time to think about meaningful answers without having the teacher snap out questions in a hurry (37:30).

I liked hearing the teachers talk about the different methods they have their students use to get ready for a discussion. They stress the importance of being prepared before going into a group conversation. I saw students taking notes, writing thoughts, and giving opinions. One teacher had his students record thoughts in a Reader Response Log.

The last point I’d like to point out from this video is the importance of involving all readers. Mr. Hoonan expressed his efforts in allowing each of his students share their ideas while in literature group discussions (50:00). Another teacher made a great point of having students encourage one another to speak up with possible questions, especially the quieter children. I took note of how the teachers talked about the difference between these quiet students because there are some who are not really paying attention/engaged in the conversation and then there are ones who are active listeners. It was interesting to hear this! I often find myself not speaking up in discussions because I just like to listen to others give their opinions. Looking back, I have always been like this, especially in elementary school.

I took the following prompt from the module guide for this week: you may notice that some teachers have been able to allow the children to talk and discuss. Other teachers have a tendency to talk too much rather than allowing the children to talk. Which will you be?I did notice that the different teachers featured in this video chose to sit out of group discussions, while others were part of the conversation. While both can be positive, I think observing students will benefit them more because they are able to explore their own ideas rather than being prompted by the teacher.

ELA Appendix B, Common Core Text Exemplars and Sample Performance Tasks
I followed the module guide for this week and decided to choose the range K-1 to focus on. I learned a lot about how the samples included relate to the goals of the Common Core State Standards. Complexity, quality, and range are all major factors to consider when choosing related tasks. I took the module question: How does what you are learning prepare you to teach at this higher level? into mind. Ultimately, I feel that I can take everything I have learned so far, not only in EDN 340, but all of my education courses and apply them to teach higher level thinking that the Common Core requires. The many examples given in Appendix B pose questions that promote higher-level thinking. Sample performance tasks given here for K-1st grade require students to compare/contrast characters and their experiences in stories and poems while they are encouraged to conduct further research on informational texts. Reading these ideas has definitely prepared me to begin thinking about teaching at higher levels. With these examples, I am able to see how students can go beyond the book and apply their own ideas and research existing facts.

Helpful Resources on the Module Guide
I did find the many links made available in the module guide to be very helpful. They offered ways to model choosing the right book, tips for reading aloud, and even gave an interesting sample on how to do a read aloud on Edgar Allan Poe’s “The Fall of the House of Usher.” The examples of questions/prompts students can give during student read alouds was also interesting. This will come in handy for my students one day! The last link provided in this section is one to refer to later to get information on many things such as starting classroom conversations and engaging classroom dialogues.

My Experience With Using a Top 100 Book and Literature Response With my Tutee
After reading through the list of books again, I picked the following three picture books from my public library: Boot and Shoe by Marla Frazee, Extra Yarn by Mac Barnett, and Z is for Moose by Kelly Bingham. Next, I let my tutee choose one for me to read aloud and he chose Z is for Moose. I looked through the list of possible literature responses to do with each of these books and I chose # 104 from the Arts and Crafts category because he likes to draw and color (I didn’t have time to do three since I only saw him once since reading the list). The activity involved making a bookmark illustrating this story. It says that on the back of the bookmark, have the student write at least 5 words they would use to describe the story. I must say that it went very well! He decided to draw a picture of the moose in the story and then write the different names of animals mentioned in the book. Below, I have included a picture of his completed work. This experience helped me see that using the literature response activities would go well within my future classroom!



My tutee's bookmark drawing



His "describing" words



My Group’s Literature Discussion
My group chose to read the book: Phoebe the Spy by Judith Berry Griffin for our group discussion task. It was a very interesting story about a thirteen year-old girl named Phoebe who was appointed to be a spy by her father, Samuel Fraunces. He got word that somebody was out to kill George Washington (before he became President). Phoebe ultimately discovered the person who was planning to kill him and saved general Washington’s life. My group was to discuss any questions we had about the book and although it started off a little slow, I think it went very well! I enjoyed the book and we all are still curious to discover whether or not the events that took place in the story are true. Within the book, I was able to pick out some vocabulary words that would be great for young students to examine. We did ask some questions that caused us to go beyond the book and do some research. I did get to read up on some things I did not know. I think it was great experiencing how a literature circle works and that I was able to learn so much from my group member’s perspectives.


Ultimately, Ashleigh and I agree that incorporating literature in the classroom is a great way to effectively engage children in content learning. In addition, it can encourage them to work on their reading and writing skills. Working it into such a busy schedule can be difficult but I think you can incorporate literature into any subject. As many resources within this module have revealed, there are plenty of children’s books that relate to the different subjects of math, science, social students, etc. and can help open up student’s minds to new ideas. Ashleigh and I agree that students can achieve in-depth instruction through reading by engaging in meaningful discussions with their peers while having their teacher observe for effective conversation. Literacy is power!

What another information-filled module! I don’t know about everyone else, but Ashleigh and I learned so much! I am looking forward to reading other blogs to see what others have to say!

As always, thanks for reading. See you next week!
Kelsey