Japanese National Trauma: Changing Trends in Japanese Picture Books Since the Tohoku Earthquake

by Yoo Kyung Sung, University of New Mexico, Albuquerque NM & Junko Sakoi, Tucson Unified School District, Tucson AZ

“March 11th, 2011, a 9.0 magnitude earthquake takes place in Tohoku area including Fukushima, Iwate and Miyagi, 231 miles northeast of Tokyo at a depth of 15.2 miles. The earthquake causes a tsunami with 30-foot waves that damage several nuclear reactors in Fukushima. It is the fourth-largest earthquake on record (since 1900) and the largest to hit Japan… The confirmed death toll is 15,893 as of October 9 2015” (CNN Library, 2015).

The Japan Tohoku earthquake resulted in global environmental concerns despite the fact that earthquake originally appeared to be a limited “Japanese” event. Continue reading →

Natural Disasters: What Should Children Learn?

by Yoo Kyung Sung, University of New Mexico & Junko Sakoi, Tucson Unified School District

This month we will discuss social meanings inherent in children’s literature, specifically addressing some recent global and national natural disasters that resulted in the heavy loss of human life as well as the destruction of homes.

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Extending Read Alouds

by Megan McCaffrey & Katy Hisrich

Learning does not stop once a story is read. A story should be read multiple times in order to know the story well. Learning experiences can and should go beyond the pages of a book. Whatever concepts, ideas, language, illustrations and so on should be further explored in order to deepen understandings. There are many ways to extend learning. Continue reading →

Planning for a Read Aloud

by Megan McCaffrey & Katy Hisrich

Good Read Alouds do not just happen by chance, they are created through conscientious planning. Research shows there are specific qualities of a read aloud necessary in order to optimize the effectiveness of the activity. Continue reading →

Books for Read Alouds

By Dr. Megan McCaffrey and Dr. Katy E. Hisrich, Governors State University

I do believe something very magical can happen when you read a good book.
-J.K. Rowling

While it is important to know how to read aloud, it is also important to know what to read aloud. There is a vast number of books for children. Ipso facto it may prove daunting and even difficult to make selections for a read aloud. Continue reading →

Characteristics of Read Alouds

By Dr. Megan McCaffrey and Dr. Katy E. Hisrich, Governors State University

Last week, we discussed the importance and benefits of read alouds. We know that read alouds offer numerous benefits and have significant impact on a child’s literacy skills and language development. Now the question remains, “what are the best practices for a read aloud?” This week, we will focus on the characteristics of read alouds. This is includes the factors that one should consider when conducting a read-aloud. I think about this using a simple acronym: P-E-T. Purpose-Environment-Technique.

Little Roja Riding Hood by Susan Middleton Elya, illustrated by Susan Guevara

Continue reading →

Why Read-Alouds?

by Megan McCaffrey, Katy E. Hisrich, Governors State University

For the previous five months, we gathered data from Early Childhood and Elementary Teachers regarding characteristics and practices of read-alouds in their classrooms. Using the data from our survey and other research, we will focus on a key aspect of read-alouds in each weekly blog, sharing guidelines for best practices and providing applications through examples, as well as offering a variety of resources. This month we will cover:

Week 1: Benefits and Importance of Read-Alouds
Week 2: Characteristics of Read-Alouds
Week 3: Books for Read-Alouds
Week 4: Planning & Instruction for Read-Alouds
Week 5: Extending Read-Alouds Continue reading →

Learning to Listen through Enrique and Jacqueline

by Melissa Summer Wells, Gina Crosby-Quinatoa, and Julia López-Robertson, University of South Carolina

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Even the silence
has a story to tell you.
Just listen. Listen.
(Brown Girl Dreaming, How to Listen #7, p. 278)

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We have enjoyed inviting you into the journeys of Enrique and Jaqueline as they made difficult choices, Continue reading →

Jacqueline: The Girl Who Found a Home in Words

by Melissa Summer Wells, Julia López-Robertson, and Gina Crosby-Quinatoa, University of South Carolina

Will the words end, I ask
whenever I remember to.
Nope, my sister says, all of five years old now,
and promising me/infinity. (p. 62-63)

Our next stop on our tour of young protagonists searching for their places in the world brings us to Jacqueline Woodson, protagonist Continue reading →

Enrique: The Boy Who Beats the Odds

by Gina Crosby-Quinatoa, Julia López-Robertson, and Melissa Summer Wells, University of South Carolina

On March 2, 2000, he goes to his grandmother Agueda’s house. He stands on the same porch that his mother disappeared from eleven years before. He hugs Maria Isabel and Aunt Rosa Amalia. Then he steps off.
(p. 50)

This week we introduce you to Enrique Continue reading →

Worlds of Words

International Collection of Children’s and Adolescent Literature