These "liberties" allow history to really come alive! It is necessary for authors to make engaging texts to lure readers into different subjects. Using dialogue and emotions can allow readers to feel how such person was feeling hundreds of years ago with just the scan of a page!

This is a really interesting point and a great discussion question. The idea of author bias is visible in all things from conversation to writing! Reading literature with a keen eye for such bias is necessary in developing successful readers.

Talking about the various perspectives of biographies leads to such a diverse discussion. Looking the the various perspectives such as the limited perspective could show that within just one genre their are many ways of approaching content.

These biographies are really fascinating to teach children. Without the fictional accounts of journals and other creative depictions these lives and stories would be completely lost. Reiterating to the class that the style and words are created, but the people and situations were real they can begin to grasp what the "biography" is about and who it represents.

Using diverse historical literature is so important to learning not only about people that have lived in the past but also in exploring the various genres that literature offers, I agree that teachers should make sure that their studetns know the difference between portraals and first hand accounts as that can get confusing when it all sounds "real".

This is a great opportunity for students to learn how to discern what is real-life versus ornamentation is. Learning how to know the difference is crucial in literature and provides students with a critical eye.

Choice is so important for tweens who really enjoy freedom! Giving them the opportunity to engage in their own learning and deside for themeselves which version they want to read could make them want to engage much more.

This is so interesting to me! I never thought that someone could bring in a feminist view to a usually younger audience text! this could be a great discussion on writers craft and how authors can use stories to represent their beliefs.

Looking at the same tales from different perspectives or cultures could also prove to be very interesting. Having children look at the cultural similarities and differences on pieces is a great way to bring in some multicultural learning as well. I like that this text offers multiple version ideas.

All of these lessons can be tailored very well to the CCSS which really shows the quality of these unit. I like that it shows the various topics that can be discussed in depth with the tweens.

I like that this article provides some specific learning outcomes that can be learned through this fantasy book discussion. Making connections between texts and character analysis stated above is crucial in any learning process. I agree with this layout.

It is so important for teachers to help students not loose their imagination and creativity. I have seen this decline first hand especially as tweens start to become teenagers. It is important that the teacher leaves room for fantasy in lesson design and curriculum development!

Because children think "black and white" these myths allow literature to really be explored and make sense to students! I agree that students are very moral so looking at this literature from different perspectives such as that of the student is helpful.

This is a very interesting way to go about teaching myths (by making the children learn and teach it). This allowed students to be very engaged in the learning process as well as work on presentation and research skills. I really like that they also make worksheets and used aids. I agree with this method of instruction.

Looking holistically at the benefits of engaging with different types of literature it is crucial to introduce the and learn about the various archetypes that occur in literature and the differences between such pieces.

I agree! It is so easy to "other" cultures that are not our own, and the classroom can prove to be a bridge of cultures when it is shown that the country/people might be different but the stories/nature of humanity is not.

Folk tales and mythological literature have and always will play an important role in our culture, not to mention the fruitful discussions on writers craft that always can take place, they are so important for students to learn.

Looking at the relationships between works is crucial for learning about literature as a whole. It is often the history of the time that affects literature so looking at how stories relate outside of plot line is so beneficial for the classroom discussion.

it so important to stress to students that although stories may not be "real" the morals and what the story is saying may very well be.

I think that "the unknown" or "it depends" answer needs to not be "scary" to students. There are many times when learning you might not know what the answer is. The journey to get to an answer should be a learning process not a destination.

I agree with the ambiguity of this statement. Every child is different and will get something unique out of lessons regardless of how "black" or "white" the topic is. Elementary school teachers have to be careful of the materials that they use to teach as critical thinking as children need to be encouraged to think critically rather than learn to take a text and not think about it.

It is important to make this known to your class, and show the different ways that authors approach a fable Cinderella is also a grate fable to show the different adaptations and discuss how authors perceive each tale.

I agree with this statement! I think that writing a successful book does not follow a certain formula but rather it needs to be different an attractive.

This is so unfortunate. Considering that picture books are a majority of the literature that children k-3 read, more research really should be done!

I really like this bibliography! It is so helpful to see titles that have been reviewed and marked for appropriate grade levels. When choosing quality texts these references are very helpful.

I have seen this in schools! when children read books to each other they can both connect and assist peers in reading. They are more excited to read when they can share a book rather than work on it alone.

Often people see picture books as just "pictures" teachers need to make sure that the books they choose are rich in plot and characterization. Picture books need to be enriching and analyzed.

aside from knowing for yourself if a prompt is good, children love to hear their teachers work. this would grab and keep the students attention.

personal conferencing with the children about their poems is so necessary! by giving an individualized touch children can get specific feedback on how to improve.

poetry is such a diverse topic. Much research should be put into finding quality works and making great interesting lessons.

I agree! If teachers are well versed in reading powerful poetry than they will be more confident in teaching it. Students notice if teachers believe what they teach.

Poetry is such a beautiful type of writing as well as reading. In my opinion it is just as valuable as analyzing a narrative, and is so important for self expression in the classroom.

I really agree with this statement. Teachers may not want to teach poetry because they have a tough time analyzing it. When in reality it can be a learning process and help you teach it better.

I really like this making of the anthology. This is something the students can bring home and show to parents/siblings and read over the summer.

I love this set up for readers workshops. It is so nice to have all of the students sitting down so everyone can see the teacher and lesson.

By giving children an easier skill to master (such as using repetition) poetry will seem less daunting and they will be more focused in future lessons.

At this time it is so important to choose quality poetry for examples! Using multicultural/diverse examples does double the work for teachers.

This bulletin board seems like it is very helpful to help students characterize their work. By giving sentence starters/conversation hints children can have more productive conversations.

Big books are so helpful for students. Doing reading as a class out of a big book provides a great way for direct classroom instruction.

I really like this idea of journaling so regularly!

balance is key in education. By relating two very important skills-phonics instruction as well as critical reading/enjoyment lessons become more dimensional.

Small groups are so important. Becasue these kids need this lesson, they will not get as bored as those who already mastered this skill.

I really agree with this portion of the lesson. Sometimes it is hard to focus when you really want to know what the rest of the book is about, but you only get to read a few pages for the lesson.

Making connections in texts that are meaningful is so important. By connecting the phonics as well as content of the text, critical reading can also be practiced!

by choosing texts that really "do work" for teachers and work to not only provide entertainment but encourage discovery and exploration that literature becomes so crucial to child development.

I really like that this lesson includes guided practice. It is so needed to have a bit of guided instruction so students have structure in what they are supposed to be doing and learning.

I agree that literature and phonics instruction should go hand-in hand with each other. It is when text can be looked at for specific practice (direct phonics instruction) and looked at and analyzed as a whole that this reading can be really effective.

This technology is really special because teachers can manipulate it specifically for students. By really targeting specific areas mastery is more likely.

I feel like story scape is a really interactive tool. students or teachers have the ability to manipulate character traits in specific characters.This ability could spark great in class discussions on what characters do for the author in stories.

I agree it is so necessary to be able to manipulate programs to fit specific needs of students.

It is so great that digital media can be involved with phonics learning. Often I think that phonics can be hard and boring to students but being able to use this program with children, and being able to focus on specific needs it is amazing.

I like this strategy because although the teacher is instructing within the circle they are equipping the students with the skills to communicate effectively and independently, which is crucial in discussion.

I really like the thought behind the activity/mini lesson. In order for children to discuss a text with their peers they cannot go into the group having a negative attitude. By doing and activity and creating an environment that focuses on unity rather than division more productive discussions are going to be had.

I agree with this statement. If students do not know how to have academic conversations, especially how to disagree and show you disagree in appropriate ways, literature circles will not be effective. It is the teachers job to teach the children how to communicate effectively especially in academic settings.

Unfortunately sociocultural forces that negatively affect learning always come into play despite the attempts for them not to be. With instruction teachers could help lesson the negative effects on education, but they will never be able to completely "erase" them. Culture however makes students different and can provide fresh ideas and conversations in circles.

When children behave and act accordingly I agree that literature circles could be beneficial. In addition if children could choose (based on two or three choices) what books they could read they could also become more interested in the texts.

This just really shows how distractions (as well as students who think it is okay to be distraction) affect a discussion. It only takes one or two comments to really derail a lesson or discussion.

Children thrive in structured days (especially in the younger grades) so by having a daily journal workshop the children can show consistent growth and grow comfortable with the workshop because they are daily.

I like how this teacher gradually adds writing time. When children are not prepared/ do not know how to write an extended period of writing time is wasted because the children don't have the endurance or knowledge base to meaningfully write. By slowly growing the amount of time for writing, students grow without being bored.

I think that keeping conference notes on each child is very important! By writing down goals (especially where children could see them to remember them) teachers can really keep straight both the goals and achievements of each student.

I agree with the mini lesson topic of illustration! This lesson could engage children that learn well with art! This would be a very new and engaging option for a lesson.

Sharing of work is very important in the classroom. Not only does it engage the class in discussion but provides an opportunity for children to learn how to listen well to other peers.

I think that this beginning direct instruction is very important in directing the children (especially at a young age) to get into the mode of reading/writing for the workshop.

I really like this view. People come to a text with a suitcase full of memories and experience so a text could mean many different things to many different people. With this view the reader is an active participant in what is being learned.

This is a huge problem. If teachers are unable to know what literature to pick and how to teach it, children are going to suffer greatly. Courses in literature are crucial to expose teachers to what is available to teach and learn.

I think that this "child-centered" approach is really crucial for the children to be exposed to. It is when they can interpret a book for themselves using their own lives and experience that a book can become a real, valuable experience.

I really like this point! As a future teacher I think that students coming up with ideas is necessary for not only learning to read a text but learning to respond to a text (without someone telling you what it means right away).

This way of talking about reading instruction is very scientific. It seems that with this view there is a step by step procedure for success. I find this very interesting in comparison to looser views.

I agree with this! In order to discover meaning in a text teachers must show students how to look into a text and find what it is really meaning (especially if there is more than just what is written implied.)

I find it horrible that some students do not receive a quality education because of their sexuality. Teachers need to be fully prepared and qualified to teach all students regardless of their race or sexual orientation.

Knowledge really is power. Students need to be educated about gender and gender differences early on in a non-accusatory or judgmental way in a way that is suitable for their age/place in life.

I think that today some people still are unaware of the distinction. As a future teacher knowing this distinction is key being a socially competent teacher.

Wow! I find this to be very interesting. I think that racism in the home definitely can leave children more sensitive to seeing differences early on.

Children are very brilliant. I think at times teachers can underestimate what their students can understand and think. It is our job as teachers to see the full abilities of both academic and emotional sects, and provide accordingly.

I think that teachers have a crucial role in future society. By not allowing these "cultural dysfunctions" in the classroom, students learn early on that bullying for any reason is not accepted or tolerated.

1st Grade students must have the knowledge of what makes a character different than a setting. Knowledge of these definitions and parts of a text is crucial to being able to describe what is going on.

Looking at a Strega Nona book that has many elaborate characters and scenes could be very helpful. Ask students who is the character on this page? What is the setting on this page?

Like in life, characters In texts have different perspectives and teaching this is crucial! 2nd grade student must be able to look at individual characters and where they are coming from. A good example to use would be the text My Mouth is A Volcano because the teachers view of the boy is different that the classes view of the boy, and the boys perceptions of what he is feeling.

Kindergarten students must be able to identify that they do not know certain words, and then know to ask for help or ways to get to know words. Having everyone in the class underline 3 words they do not know in a text and then going around and talking about them could be helpful

Teachers of 1st graders must provide appropriate instruction on how to read different pieces of literature. Exposure to different types of literature such as poetry is important. 1st graders must be able to read texts and know how to approach reading them even if they struggle. And teachers need to know how to prompt them without doing the work for the students. Having a weekly "poem in my pocket" could be helpful if teachers go over it and refer back to it/do activities with it throughout the week.

5th grade students must be able to look at books of the same genre and compare the texts within that genre to each other. It is here they can make connections between how plots of different stories have similar makings within that genre. An activity a fifth grade teacher could do would be to look at the magic tree house series (pick one of the books) and the A to Z Mysteries series (pick one of the books. Although they are different series how they develop the stories (exposition/settings/characters) are very similar. Making a T-chart with the order in which events happen could be very helpful!

3rd grade students must be able to read and understand different types of literature appropriate to 3rd graders independently. Having SSR sessions and then journaling about what was read, and then sharing could help greatly in understanding/getting better at reading.

5th grade students must be able to look at a text and what the words imply, especially in figurative language. An awesome example show students figurative language would be any of the books in the Amelia Bedelia series, because she is constantly misreading figurative language and would be a great start/talking point for looking at figurative language, plus they are all great reads!

5th grade students need to know how to look at texts as a whole and how they interconnect. An example could be looking at The Orange Tree Poem (John Shaw Neilson) and look at how it would be hard for the stanzas to make sense without all of them there.

4th grade students must be able to compare and contrast different themes in texts because it is what makes them different. Example Question: A good question in all texts would be "what do you think the author wanted to teach us". Here the themes of the texts could be talked about and contrasted by students.

5th grade students must be able to look at a text as a whole in order to fully understand the meaning of it. By looking at the smaller parts that make up a story (such as characters and what makes them different from each other/why they are included) is crucial in reading, not just staring, at literature. Making a venn diagram with two characters and seeing how they are different and how they are connected could greatly help 5th graders see how characters interact and contrast.