By Melissa Wilson
As the purpose of World of Words is to “to build bridges across global cultures through children’s and adolescent literature,” I would like to use this month’s WOW Currents to employ adolescent literature from the United Kingdom as a way to examine the similarities and differences of cultures from two different countries that share the same language (although the English may not agree about the “same language” assertion). Continue reading
By Tracy Smiles, Western Oregon University
(This originally appeared in the Oregon Reading Association’s quarterly newsletter, The ORAcle—Winter 2015).
One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding. Paulo Freire
A Troubling Discourse
Just the other day I overheard an administrator addressing a group of preservice teachers. He explained, “Children living in poverty have little to no vocabulary.” While this well-meaning individual was trying to describe some of the very real challenges these future teachers could face teaching in culturally, economically, and linguistically diverse contexts, I was troubled by this discourse Continue reading
By Yoo Kyung Sung, University of New Mexico,
and Junko Sakoi, Tucson Unified School District
Last week we explored a range of Japanese picture books describing natural disasters. The books became significantly meaningful to children in Japan when the earthquake of 2011 occurred. Allowing time for thinking and talking about the earthquake through picture books developed even more meaning outside of school. Social outreach programs thru mobile libraries were essential for young readers as they, in part, ameliorated the effects of the earthquake for children who lost their schools and access to books. We’d like to explore the traveling library as a type of Japanese cultural artifact that will continue to be important in its future. Continue reading
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
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.
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
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
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
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
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