Textbook Assignments Chapters 11-20
Chapter 11: Realistic Fiction
• Known as Contemporary Realistic Fiction or Modern Realistic Fiction
• These pieces of literature are believable and realistic.
• Everything in the story is consistent with the real world.
• Characters, settings, and events can be real.
• Events could actually happen in real life however the characters are fictional.
• Easy to connect to for the reader.
Criteria:
1. Is everything consistent with the real world in which contemporary kids live? Is speech and behavior believable, and it is something that children will be able to relate and connect to. Realistic fiction must not have stereotypes.
2. Does the theme emerge naturally, slowly, and consistently from the story? Good realistic fiction has more than one theme and it isn’t talking at you.
3. How does the topic relate to modern readers? It tackles sensitive topics and tough topics that are/were considered to be taboo.
Reflection: Understanding the criteria of realistic fiction in YA literature is important because I need to understand what makes a solid realistic fiction piece in order to have discussion and be able to analyze realistic fiction pieces accurately. I also need to understand the criteria, so I am able to help the students create connections to the text and really comprehend and relate to this particular type of literature.
Chapter 12: Nonfiction
• Definition can be difficult because it is an umbrella term.
• It includes narratives, expository, biography, autobiography, and memoirs.
• Facts, Real, Information
Criteria:
1. What are the qualifications of the author to write this piece of text? Why are they able to write this text?
2. Are the facts accurate? How do you know?
3. What is the purpose of the book?
4. How does the organization of the book assist the readers in locating information? Text features.
5. What role do visuals play? Text features-how are they helpful?
Questions to ask:
1. How would this book be different if it were written 50 years earlier or 50 years later?
2. Would this book make a good documentary? Why?
3. What steps did the author take to research and write this text?
4. How would the book be different if it were written for a different audience i.e. an adult versus a kindergarten student. What changes would need to be made to adapt to both?
Reflection: Understanding the criteria of nonfiction in YA literature is important because I need to understand what makes a solid nonfiction piece in order to have discussion and be able to analyze nonfiction pieces accurately. I also need to be able to understand the differences between the genres to effectively compare and contrast the genres with my classroom.
Chapter 13: Fantasy/Science Fiction
• Stories that violate the laws of reality
• Talking animals
• Magic
• Science fiction= subgenre of fantasy
• fiction based on imagined future scientific or technological advances and major social or environmental changes, frequently portraying space or time travel and life on other planets.
Criteria:
1. Characters must behave in consistent and believable ways
2. Still rules in the fantasy world
3. Authors must assist the readers in the fantasy aspect of the text
4. Themes should still explore universal truths
Reflection: Understanding the criteria of fantasy and science fiction in YA literature is important because I need to understand what makes a solid fantasy and science fiction piece in order to have discussion and be able to analyze fantasy and science fiction pieces accurately and effectively. This would also allow me to recommend this specific genre to my students.
Chapter 14: Graphic Novels
• Not a genre but a form/format
• Graphic novels can be history, fantasy, nonfiction etc. They encompass a lot of the other genres in this particular format.
• Presenting the information in a more kid friendly format
• Combine text and pictures to convey the story (fiction)
• Differ from picture books because of their complexity
• Parts of a graphic novel: cover and inside pages
• Panels, Gutters, Dialog balloons, thought balloons, captions, sound effects
• Read left to right
Reflection: Understanding the criteria of graphic novels in YA literature is important because I need to understand what makes a solid graphic novel piece in order to have discussion and be able to analyze graphic novel pieces accurately. Having an understanding about graphic novels will effectively help me compare and contrast this genre with other reading genres presented. It also allows me to get more familiar with it, so I am able to expose my students to this genre.
Chapter 15: Peck’s Questions
l. What would the story be like if the main character were of the opposite sex? -stereotyping
2. Why is the story set where it is? Focus on the author’s device
3. If you were to film the story, would you use black and white or color and WHY? Tone
4. If you could not use all of the characters, which would you eliminate and WHY?
5. How is the main character different from you? Text to self connections
6. Would this story make a good TV series? Why/not? Ending focus/Sequencing
7. What one thing in the story has happened to you? Text to self connection
8. Reread the first paragraph of Chapter 1. What is in it to make you read on? If
nothing, why did you continue to read? Hooks reader
9. If you had to design a new cover for the book, what would it look like? Packaging
10. What does the title tell you about the book? Does it tell the truth? Symbolic titles, hooks
Reflection: These are great reflective questions that would be perfect for having the students write reading responses to. You could use this in your classroom over any book and have the students think critically and thoughtfully.
Chapter 16: Q&A with Ebony Elizabeth Thomas
• What children read shapes what they think of themselves, of others, and of the world.
• All kids need all stories about all kinds of people.
• Writers are going to “leave fingerprints” on their characters whether they intend to or not.
• Our identities and our perception of various topics, all of our prior lived experiences, as well as our experience of the world mean that everyone sees the world from their own perspectives. The author leaves traces of their fingerprints when they write about both humans and animals.
• Your fingerprint is an expression of you.
• We must remove other options to force kids to read this type of literature that they are not always welcoming of.
• We need a balance of literature for kids of color and kids who are marginalized in other ways, such as kids with disabilities, and LGBTQ and trans kids.
• Parents can help too by teaching them different things in the first place, by introducing these tough topics to them in different ways, by having a variety of literature, media, and video games where some race/ethnicity are not always the center of the narrative.
Reflection: Learning about all of this was a true eye opener for me. Thinking about the importance of exposing children to literature that they can relate to is crucial for a child and a young adult. We all play an important role in helping children find literature that they can relate to.
Chapter 17: We Need Diverse Books
• Nonprofit organization that is comprised of children’s book lovers that advocate for essential changes in the publishing industry to produce and promotes literature that reflects and honors the lives of all young people from all walks of life
• Strives to create a world where all children can see themselves in the pages of a book.
• Have created programs to celebrate diverse books
• Mentor diverse writers and illustrators
• Support diverse publishing professionals
• Provide books to classrooms nationwide
• Gives scholarships and awards
Reflection: This is a great organization that truly promotes diverse books all over the world. This is a great resource for me to use to help see what books are out there, what scholarships and things they offer that my students could possibly benefit from as well.
Chapter 18: NCTE-Adolescent Literacy Instruction
Literacy encompasses much more than reading and includes writing, and a variety of social and intellectual practices, including digital and interdisciplinary literacies.
Reading is defined as a complex, purposeful, social, and cognitive process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning (Moore, Bean, Birdyshaw, & Rycik, 1999).
Reading is a developmental process throughout the reader’s life.
As students grow, students must adapt new literacy resources in and out of school.
1. Incorporation of Disciplinary Literacy Instruction
Student conversations about reading that focus on metacognition and their language knowledge help adolescents build confidence in their reading and become better readers (Goodman & Marek, 1996).
2. Integration of Multiple and Social Literacies
Adolescents are bombarded by “multiple message streams” (Hicks & Steffel, 2012) and are required to use literacy as a social and political endeavor in which they engage to make meaning and act upon their worlds.
3. Orchestration of Engagement and Motivation
Students needs to build confidence to meet new literacy challenges; confident readers are more likely to be engaged (Lent, 2009). Adolescent readers need sustained experiences with diverse texts in a variety of genres that includes digital texts and specialized nonfiction text structures.
4. Appreciation of Multicultural Perspectives and Cultures
Multicultural literacy is seeing, thinking, reading, writing, listening, and discussing in ways that critically confront and bridge social, cultural, and personal differences.
Teaching Reading:
Conversations and discussions regarding texts must be authentic, student initiated, and teacher facilitated. Such discussion should lead to diverse interpretations supported by evidence of a text that deepen the conversation.
What Adolescent Readers Need
Practice thinking critically about how they engage with texts to include
• application of metacognitive strategies.
• recognition of bias and high-quality sources.
• argumentation with evidence.
Critical examination of texts that helps them to
• recognize the purpose of text structure and how the writer uses it to create effect.
• infer beyond literal interpretations.
• question and investigate various social, political, and historical context.
• understand multiple meanings and richness of texts and layers of complexity.
Assessment that helps them to focus on
• the larger purpose and big ideas of the curriculum, and on metacognitive strategies for thinking during literacy acts (Smith, 1991; Darling-Hammond & Falk, 1997; Langer, 2000).
• preparation for assessment (from ongoing classroom measures to high-stakes tests) that should focus on the critical components of multicultural perspectives, motivation, multiple and social literacies, and shifting literacy demands.
Choice and volume of reading
• Opportunities to read often from books of their own choosing
• Access to a vast library of books and texts that vary in levels and text structures (Miller, 2009)
• Dedicated time to read every day (Allington, 2009)
Reflection: Reading is a much deeper process than I realized. It is more than just words on a page. Reading this chapter helped me understand all of the things my students are doing when they are reading and everything that goes along with it. This allows me to understand where my students need to be at, and what they should be doing at various stages of the reading process.
Chapter 19: Reading Advisors
• “Readers advisor” (RA) is a library term for somebody who can help a reader find a book that person would like to read.
• Must have an understanding of a reader’s preferences, mood and prior reading experiences good and bad, but also how to get readers to convey all of this in very little time, after which possible matches can be found and suggested.
• Getting quickly to the heart of what someone may like to read involves understanding what appeals to readers, like happy endings or sad ones; fast-paced or slow; contemporary, past or future settings; lots of romance or almost none; male or female protagonists; violent or non-violent; emotional or cerebral; etc. Humor is particularly important because it is possibly the most idiosyncratic of all appeal factors.
• Readers have very particular preferences. The RA has to understand all of these things.
• The key to all of these techniques is an understanding of why and how readers select books for themselves and how to make clear to them the basis on which matched suggestions are made.
• Indirect RA includes displays, lists, websites—all kinds of services where the reader encounters the advice without the person giving it.
Reflection: After reading this I have learned more about reading advisors. I have also learned that as a librarian this will be a huge piece of my job. I have to be able to understand why readers select books and how they do, so I am better able to help them pick out books they will likely enjoy. I did not realize all of these things went into choosing a book. I didn’t think about how we do have preferences and it is my job as a RA to understand a reader and help guide them to select the perfect book.
Chapter 20: School Library Journal
Great website to use as a resource!
Reflection: This is a great resource for me to use as well as something my students can utilize. Something else to add to my toolbox.
• Known as Contemporary Realistic Fiction or Modern Realistic Fiction
• These pieces of literature are believable and realistic.
• Everything in the story is consistent with the real world.
• Characters, settings, and events can be real.
• Events could actually happen in real life however the characters are fictional.
• Easy to connect to for the reader.
Criteria:
1. Is everything consistent with the real world in which contemporary kids live? Is speech and behavior believable, and it is something that children will be able to relate and connect to. Realistic fiction must not have stereotypes.
2. Does the theme emerge naturally, slowly, and consistently from the story? Good realistic fiction has more than one theme and it isn’t talking at you.
3. How does the topic relate to modern readers? It tackles sensitive topics and tough topics that are/were considered to be taboo.
Reflection: Understanding the criteria of realistic fiction in YA literature is important because I need to understand what makes a solid realistic fiction piece in order to have discussion and be able to analyze realistic fiction pieces accurately. I also need to understand the criteria, so I am able to help the students create connections to the text and really comprehend and relate to this particular type of literature.
Chapter 12: Nonfiction
• Definition can be difficult because it is an umbrella term.
• It includes narratives, expository, biography, autobiography, and memoirs.
• Facts, Real, Information
Criteria:
1. What are the qualifications of the author to write this piece of text? Why are they able to write this text?
2. Are the facts accurate? How do you know?
3. What is the purpose of the book?
4. How does the organization of the book assist the readers in locating information? Text features.
5. What role do visuals play? Text features-how are they helpful?
Questions to ask:
1. How would this book be different if it were written 50 years earlier or 50 years later?
2. Would this book make a good documentary? Why?
3. What steps did the author take to research and write this text?
4. How would the book be different if it were written for a different audience i.e. an adult versus a kindergarten student. What changes would need to be made to adapt to both?
Reflection: Understanding the criteria of nonfiction in YA literature is important because I need to understand what makes a solid nonfiction piece in order to have discussion and be able to analyze nonfiction pieces accurately. I also need to be able to understand the differences between the genres to effectively compare and contrast the genres with my classroom.
Chapter 13: Fantasy/Science Fiction
• Stories that violate the laws of reality
• Talking animals
• Magic
• Science fiction= subgenre of fantasy
• fiction based on imagined future scientific or technological advances and major social or environmental changes, frequently portraying space or time travel and life on other planets.
Criteria:
1. Characters must behave in consistent and believable ways
2. Still rules in the fantasy world
3. Authors must assist the readers in the fantasy aspect of the text
4. Themes should still explore universal truths
Reflection: Understanding the criteria of fantasy and science fiction in YA literature is important because I need to understand what makes a solid fantasy and science fiction piece in order to have discussion and be able to analyze fantasy and science fiction pieces accurately and effectively. This would also allow me to recommend this specific genre to my students.
Chapter 14: Graphic Novels
• Not a genre but a form/format
• Graphic novels can be history, fantasy, nonfiction etc. They encompass a lot of the other genres in this particular format.
• Presenting the information in a more kid friendly format
• Combine text and pictures to convey the story (fiction)
• Differ from picture books because of their complexity
• Parts of a graphic novel: cover and inside pages
• Panels, Gutters, Dialog balloons, thought balloons, captions, sound effects
• Read left to right
Reflection: Understanding the criteria of graphic novels in YA literature is important because I need to understand what makes a solid graphic novel piece in order to have discussion and be able to analyze graphic novel pieces accurately. Having an understanding about graphic novels will effectively help me compare and contrast this genre with other reading genres presented. It also allows me to get more familiar with it, so I am able to expose my students to this genre.
Chapter 15: Peck’s Questions
l. What would the story be like if the main character were of the opposite sex? -stereotyping
2. Why is the story set where it is? Focus on the author’s device
3. If you were to film the story, would you use black and white or color and WHY? Tone
4. If you could not use all of the characters, which would you eliminate and WHY?
5. How is the main character different from you? Text to self connections
6. Would this story make a good TV series? Why/not? Ending focus/Sequencing
7. What one thing in the story has happened to you? Text to self connection
8. Reread the first paragraph of Chapter 1. What is in it to make you read on? If
nothing, why did you continue to read? Hooks reader
9. If you had to design a new cover for the book, what would it look like? Packaging
10. What does the title tell you about the book? Does it tell the truth? Symbolic titles, hooks
Reflection: These are great reflective questions that would be perfect for having the students write reading responses to. You could use this in your classroom over any book and have the students think critically and thoughtfully.
Chapter 16: Q&A with Ebony Elizabeth Thomas
• What children read shapes what they think of themselves, of others, and of the world.
• All kids need all stories about all kinds of people.
• Writers are going to “leave fingerprints” on their characters whether they intend to or not.
• Our identities and our perception of various topics, all of our prior lived experiences, as well as our experience of the world mean that everyone sees the world from their own perspectives. The author leaves traces of their fingerprints when they write about both humans and animals.
• Your fingerprint is an expression of you.
• We must remove other options to force kids to read this type of literature that they are not always welcoming of.
• We need a balance of literature for kids of color and kids who are marginalized in other ways, such as kids with disabilities, and LGBTQ and trans kids.
• Parents can help too by teaching them different things in the first place, by introducing these tough topics to them in different ways, by having a variety of literature, media, and video games where some race/ethnicity are not always the center of the narrative.
Reflection: Learning about all of this was a true eye opener for me. Thinking about the importance of exposing children to literature that they can relate to is crucial for a child and a young adult. We all play an important role in helping children find literature that they can relate to.
Chapter 17: We Need Diverse Books
• Nonprofit organization that is comprised of children’s book lovers that advocate for essential changes in the publishing industry to produce and promotes literature that reflects and honors the lives of all young people from all walks of life
• Strives to create a world where all children can see themselves in the pages of a book.
• Have created programs to celebrate diverse books
• Mentor diverse writers and illustrators
• Support diverse publishing professionals
• Provide books to classrooms nationwide
• Gives scholarships and awards
Reflection: This is a great organization that truly promotes diverse books all over the world. This is a great resource for me to use to help see what books are out there, what scholarships and things they offer that my students could possibly benefit from as well.
Chapter 18: NCTE-Adolescent Literacy Instruction
Literacy encompasses much more than reading and includes writing, and a variety of social and intellectual practices, including digital and interdisciplinary literacies.
Reading is defined as a complex, purposeful, social, and cognitive process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning (Moore, Bean, Birdyshaw, & Rycik, 1999).
Reading is a developmental process throughout the reader’s life.
As students grow, students must adapt new literacy resources in and out of school.
1. Incorporation of Disciplinary Literacy Instruction
Student conversations about reading that focus on metacognition and their language knowledge help adolescents build confidence in their reading and become better readers (Goodman & Marek, 1996).
2. Integration of Multiple and Social Literacies
Adolescents are bombarded by “multiple message streams” (Hicks & Steffel, 2012) and are required to use literacy as a social and political endeavor in which they engage to make meaning and act upon their worlds.
3. Orchestration of Engagement and Motivation
Students needs to build confidence to meet new literacy challenges; confident readers are more likely to be engaged (Lent, 2009). Adolescent readers need sustained experiences with diverse texts in a variety of genres that includes digital texts and specialized nonfiction text structures.
4. Appreciation of Multicultural Perspectives and Cultures
Multicultural literacy is seeing, thinking, reading, writing, listening, and discussing in ways that critically confront and bridge social, cultural, and personal differences.
Teaching Reading:
Conversations and discussions regarding texts must be authentic, student initiated, and teacher facilitated. Such discussion should lead to diverse interpretations supported by evidence of a text that deepen the conversation.
What Adolescent Readers Need
Practice thinking critically about how they engage with texts to include
• application of metacognitive strategies.
• recognition of bias and high-quality sources.
• argumentation with evidence.
Critical examination of texts that helps them to
• recognize the purpose of text structure and how the writer uses it to create effect.
• infer beyond literal interpretations.
• question and investigate various social, political, and historical context.
• understand multiple meanings and richness of texts and layers of complexity.
Assessment that helps them to focus on
• the larger purpose and big ideas of the curriculum, and on metacognitive strategies for thinking during literacy acts (Smith, 1991; Darling-Hammond & Falk, 1997; Langer, 2000).
• preparation for assessment (from ongoing classroom measures to high-stakes tests) that should focus on the critical components of multicultural perspectives, motivation, multiple and social literacies, and shifting literacy demands.
Choice and volume of reading
• Opportunities to read often from books of their own choosing
• Access to a vast library of books and texts that vary in levels and text structures (Miller, 2009)
• Dedicated time to read every day (Allington, 2009)
Reflection: Reading is a much deeper process than I realized. It is more than just words on a page. Reading this chapter helped me understand all of the things my students are doing when they are reading and everything that goes along with it. This allows me to understand where my students need to be at, and what they should be doing at various stages of the reading process.
Chapter 19: Reading Advisors
• “Readers advisor” (RA) is a library term for somebody who can help a reader find a book that person would like to read.
• Must have an understanding of a reader’s preferences, mood and prior reading experiences good and bad, but also how to get readers to convey all of this in very little time, after which possible matches can be found and suggested.
• Getting quickly to the heart of what someone may like to read involves understanding what appeals to readers, like happy endings or sad ones; fast-paced or slow; contemporary, past or future settings; lots of romance or almost none; male or female protagonists; violent or non-violent; emotional or cerebral; etc. Humor is particularly important because it is possibly the most idiosyncratic of all appeal factors.
• Readers have very particular preferences. The RA has to understand all of these things.
• The key to all of these techniques is an understanding of why and how readers select books for themselves and how to make clear to them the basis on which matched suggestions are made.
• Indirect RA includes displays, lists, websites—all kinds of services where the reader encounters the advice without the person giving it.
Reflection: After reading this I have learned more about reading advisors. I have also learned that as a librarian this will be a huge piece of my job. I have to be able to understand why readers select books and how they do, so I am better able to help them pick out books they will likely enjoy. I did not realize all of these things went into choosing a book. I didn’t think about how we do have preferences and it is my job as a RA to understand a reader and help guide them to select the perfect book.
Chapter 20: School Library Journal
Great website to use as a resource!
Reflection: This is a great resource for me to use as well as something my students can utilize. Something else to add to my toolbox.
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