Children's Choice Program

My final research article blog post was on children book selection.  This is a topic that interest me and as a future teacher wanted to know more about the process.  I think this article gives great insight into children choice program.  The article is set in Vermont.  The article is "A Children's Choice Program: Insights into Book Selection, Social Relationships, and Reader Identity" by Valerie Bang-Jensen.

The article focuses on the Dorthy Canfield Fisher (DCF) program or list.  This is a list for Vermont children's choice award.  Each year a list is compiled by eight experts that meet to compile a list.  There is 30 books selected for the list out of about 300 titles.  This list is used as support for student selection.  It can be overwhelming for students, parents, teachers and even librarians in book choice.  Each year about 10,000 children books are published.  This list is an example which many states have as a tool to help guide students to good children literature.

Each year there is student volunteers that read books from the list and vote to choose their favorite.  In April the votes are collected and the winner is announced in May.

Further than this list the article talks about other factors in book selection.  There was 12 students interviewed for this article.  Many of the students liked reading the books on the list.  They trusted the choices of the committee that created the list.  Many books were from different genres of interest to students.  One student even mentioned choosing books from the list because of a favorite author he sees on the list.

Social aspect and relationships are built through reading.  Many students mentioned that they choose books off of peers referral.  They also liked reading the same books as their friends.  Being able to converse about a book was something groups of friends liked to do.  Friends also know what their friends like so they are a trusted resource.  Coming from this social aspect would be books discussions, literature/book circles and book clubs.  These all are great ways to let students use book selection with friends to find books of quality and interest.

Being aware of their own interest is essential for a student to find books.  If a student has no interest in the book they will not gain as much from it.

Leveling is also a very negative thing to do in a classroom.  It also takes away from the book selection.  If Level N box has nothing of interest to the student they will not like it.  Being in a level can also be embarrassing for a student.  That is why lists like Dorothy Canfield Fisher is good because it gives suggestions off quality and genre rather than a level.

It is essential for teachers and librarians to stay on top of children's literature.  Working together as a team to provide suggestions is important.  Children book choice will happen in my classroom and it should happen everywhere.  Let the students read what they like at the same time something challenging.  Guidance is needed but student choice is needed too.  Balance is great as lists like the Dorothy Canfield Fisher provide.

A Children's Choice Program: Insights into Book Selection, Social Relationships, and Reader Identity

Valerie Bang-Jensen

Language Arts, Vol. 87, No. 3, Who Is Reading? What Is Being Read? (January 2010), pp. 169-176

Playshop Video

When assigned this play shop assignment I was extremely excited.  I love movies and the idea of having a second grade student create a movie was great.  Though I didn't get to actually work with Sergey to make the movie it was his idea.  Sergey is a huge star wars fan, which was something we have in common.  I am also a huge star wars fan, so this made the experience that much better. 

Sergey told me he wanted a Star Wars movie that involved a surprise ending.  He mentioned that he sees that type of ending in lots of shows.  He wanted to surprise people watching it.  He also wanted there to be space ships and a light saber battle.  This was all easily done since I already had the Star Wars toys at home. 

I embarked on making this movie that Sergey laid out for me.  I filmed it in my kitchen by myself.  It was really fun and great entertainment.  I felt like a kid again myself playing with toys.  I filmed all the scenes using my phone and it was much easier than expected. 

After I finished the movie, I was very proud of how it turned out.  I think that it was a great success.  Sergey was laughing the entire time after I showed him the movie.  He thought it was the greatest thing ever made.  He had to watch it three times.  This is something that is simple and gives students a chance to use their creativity.  Students also get to show off their interests to classmates.  This is something I will use in the future. 

Volunteer Read-Aloud Programs

The idea of a volunteer read aloud program that benefits struggling readers sounds great.  In the article I recently read this was the topic researched by Erika Thulin Dawes.  The article was titled Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program.  This article was great and I think more programs like this should be implemented.  If done correctly and given the right amount of attention they could be greatly beneficial for young readers. 

This study was based on a program called Books at Noon.  It was a volunteer program, where local community members would come read with struggling students for an hour during lunch.  They would do this once a week throughout the school year.  There was three main sessions that was observed in this article.  All three had volunteers taking different approaches to assist the students. 

The first set was Garland and Marissa.  The approach that Marissa took when working with Garland was much of a traditional teacher.  Their usual routine included reading the chapter, writing a brief summary, and to identify, define and record vocabulary words.  They maintained a journal that they recorded in every week.  The model was Marissa was an educator and Garland was the student to gain knowledge. 

The second group was Tyrone and Miles.  Miles took a much different approach then Marissa.  Miles made many connections to their own experiences with animals.  This was the topic of the encyclopedia that they were reading.  They would use their background knowledge they acquired through text, media and other sources.  Tyrone placed an equal amount on text and talk. 

The third group was my favorite William and Joseph.  Joseph would read six books during their session.  They would act out the text.  They would use a form of oral and physical dramatization with each book. 

“These Books at Noon partners considered text, talk, personal experience, interpretive abilities, observation, and physical expression to be sources of knowledge.” (16)  Though all three sessions went differently I think it was best for that particular kid.  It is mentioned that there is not just one experience that can cover all students.  Finding the right method to fit a student is essential for success. 

There was no statistics about test results before and after the program.  This could be done as a tool to keep getting funding and showing improvement.  Thought Dawes does mention that test results can’t reveal fully what each child takes from the program.  This program also shows different processes and purposes for reading.  I think it’s great. 

There were two questions that needed to be posed to maximize student benefit. 

1.       What expectations, goals, and perceptions of students and learning do volunteers bring to the experience?

2.       How can we prepare volunteers to read and talk with students in ways that help students to perceive themselves as successful readers and foster a broad definition of the purposes and processes of reading?

I really think programs like this can be so beneficial to students.  One hour a week of one on one reading instruction is great.   I think that schools and teachers need to get behind similar programs.  Teachers should assist the volunteers in any way possible.  This needs to be done in more schools.  The program for its benefits cost the schools virtually nothing. 

 

Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program

Erika Thulin Dawes
Language Arts, Vol. 85, No. 1, Expanded Spaces of Learning (September 2007), pp. 10-19
Published by: National Council of Teachers of English
Article Stable URL: http://www.jstor.org/stable/41962239

Literacy 2.0 Worlds and Literacy 1.0 Schools

I have recently read an article from Language Arts, it was titled "A is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 Schools".  This article was written by Karen Wohlwend and was very intriguing.  It shed light on changing times with technology in our society and how our schools have fallen behind.  This article also gives suggestions and shows how literacy 2.0 can be applied in classrooms. 

Today children are learning and being more knowledgeable because of our advancements in technology.  Children are also entertained now more by video games, electronics and television.  in a typical day about eight our of ten (0-6 year old children) use screen media.  This is the same proportion that read and listen to music.  Also more than half of the world now owns and cell phone and children under 12 in the fastest growing segment.  Today children learn more from images on a screen then print on a page. 

This is why its shocking how little schools have done to keep up with the times.  There is a need for schools to have more technology available for students and have it updated with new software.  Also teachers need to be trained on technology.  Teachers need to stop being novices when it comes to technology. 

Literacy 1.0 is what everyone grew up learning to this point.  These are analog ways of writing and is done with a single writer working alone.  This needs to change.  Writing is so essential because it is very easily tested.  There can be benchmarks easily set for each grade level.  Literacy 1.0 is something that can be tweaked and added upon to keep up with changing times.  A balance and acceptance of technology and digital entertainment can help students of this generation grow. 

Literacy 2.0 is a system that moves away from the individual interacting with print text.  It now integrates Web 2.0 interaction.  This wants students to interact and includes social networking, fan-fiction sites, wikis, multi-player video games, YouTube, and music.  As I am doing now this also includes participating through blogging, recording, remixing, uploading, and downloading.  Including play is also essential in Literacy 2.0. 

In the article there is an example of two young boys playing a video game with paper.  During this play they create the video game by drawing and writing in on the paper.  They create rules as they go and even have common seen items on video games.  These included health bars, characters, names, scene of where they fight and attacks from characters.  The boys work together and make up powers so each will be happy during play.  This is something that is a learning experience and can't be replicated under the traditional Literacy 1.0. 

Including play is something that needs to change.  If the children learn and know these video games, characters, and shows.  Why can't teachers use these to their advantage and include them into their curriculum.  We need to start creating videos and video boards.  Including comic and pop culture characters.  Let the children have those experiences like the boys creating the video game.  This is integrating today's technology to benefit the students.  I think this is a great way to push into a new technology era.  This will help students if done correctly and with practice. 

Focus on Policy: A Is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 Schools

Karen E. Wohlwend

Language Arts, Vol. 88, No. 2, From the Beginning... (November 2010), pp. 144-152

Published by: National Council of Teachers of English

Article Stable URL: http://www.jstor.org/stable/41804242