Textbook Reflections 11-14 Karen Williams LSSL 5385 02

Textbook Reflections 11-14

Karen Williams

LSSL 5385 02

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11

Realistic Fiction

Summary of the Chapter

Realistic fiction can also be recognized or known as contemporary realistic fiction (CRF) or modern realistic fiction (MRF).

The settings can be in contemporary or modern times and believable.  Everything in the story is consistent with real world, including characters and events.

With these definitions and guide/reference, realistic fiction is separate from historical fiction and science fiction. 

Criteria for evaluating Realistic Fiction for Children

1.     Consistent with the real world?

a.     Speech

b.     Behavior

c.     Elements believable

d.     Reflect the contemporary world

e.     Avoids stereotypes-consider gender for example

2.     Themes come naturally and avoid being preachy.  More than one theme that emerge slowly and consistently.

3.     Modern readers and how they relate. Some sensitive topics that are discussed in the realistic fiction literature are:

a.     Death/loss

b.     Sexuality/sexual orientation

c.     Changing. Family structure

Topics that were difficult to discuss are now becoming subject matter for young readers today.

Reflection on Realistic Fiction:

I’m currently reading Where the Red Fern Grows by Wilson Rawls with my 5^th grade small book club in the mornings.  They are soaking it up each and every time we meet.  I offered this book because I had remembered what an impact it had on me and asked them if they would like to read it.  Each day we read a little and talk about the book and what parts of it relate to their lives.  They like the fact that it is a boy, has dogs, and works hard to reach a goal set.  They feel they can relate to that part of the book.  The Peck’s Questions have come in handy with this small group and I try to slowly ask another question at random to get feedback from the girls.  They are hesitant readers for a read aloud, but they try and slowly are reading more than just a sentence or two at a time.  I also think since the book is realistic fiction, the girls feel connected to the book, even though it was written in 1962.  I know modern times have definitely changed, and with all the other crazy happenings in the world and our communities, going back to simpler times just seems a way to step back and appreciate one another.  They will have a lot to compare to with all the new realistic fiction novels they will be introduced to as they go to middle school.  I wish I had started this book club at the beginning of the year!  Next year, I will be able to do just that with a new set of kids.  I will have more of a variety of realistic fiction to choose from based on my knowledge gained here and more for the kids to choose from. 

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12

Non-Fiction.

Summary of the Chapter

Criteria for Evaluating Nonfiction for children

1.     What are the qualifications of the author? Accuracy of information

a.     Backgrounds in the types of books that they are writing

b.     Go to people for non-fiction

c.     Open the back of the book to find out the qualifications of the author

d.     Website and author’s notes

2.     Are the facts accurate?

a.     Rely on the authors and check out the qualifications of the authors again

b.     Compare books that agree on facts or has more in-depth facts

c.     Children’s book counsel associations may have lists of books for reviews

d.     Kids will need to learn how to find out if books are accurate and let them decide based on their own research

3.     What is the purpose and scope of the book?

a.     Broad, narrow, and more narrow

b.     Age appropriate stages

c.     What fits particular needs

4.     How does the organization of the book assist readers in locating information?

a.     Table of contents

b.     Index-narrow and specific topics

c.     Suggestions for further reading

d.     Timelines

e.     Back matter

f.      Glossaries

g.     Illustration credits

h.     Bibliography

5.     What role do visuals play?  Allows the children to gather information in chunks.

a.     Elaborate on the text

b.     Help break up the text/chunks

c.     History

Some questions for non-fiction from (Carter and Abrahamson)

·      Written 50 years earlier or 50 years in the future?

·      Favorite Illustrations, done yourself and why?

·      Documentary?

·      Author research? What did they do and why?

·      What kind of teacher do you think the author makes?

·      Interview author, what would you ask?

·      Title and jacket?  What does it tell you?

Others mentioned in the textbook link were:

·      Facts interesting? Why?

·      Written for adult? Kindergarten student? Same book?

·      Persuasive essay on the value of a book, as if a company was going to publish it.

Carter, B. & Abrahamson, R. F.  (1990).  Nonfiction for young adults : from delight to wisdom.  Phoenix, AZ :  Oryx Press

 Reflection on Non-fiction readings and videos:

Having a variety of non-fiction books help students to learn about various types of books available to look at, use for research, or for pleasure reading.  There should be no books that should not be included because we still have to remember to not let our personal beliefs or thoughts take priority over a patron’s curiosity in books.  As my last 2 middle school and high school aged children are going through their classes, I still try to see what books they are interested in and would read for pleasure or have an interest in.  With all the classes and homework, sometimes they just want to veg in front of their phones and check on their messages from friends and family from the day.  How is it that phones take precedents over books?  How do you get kids to put away the phones and take more of an interest in books?  What can a parent do to make books a priority without having to feel like you are pulling teeth?  I think kids this age still enjoy books, they just want them to entertain them at a faster rate.  How do we slow down life just a bit to enjoy a good book and share what is read for pure enjoyment of communication as individuals?  This weekend I will try to do just that and read A Wrinkle in Time because the movie is coming out and I never let my kids watch the movie without reading the book first.  At least this will be my excuse for still doing read alouds with my children!

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13

Fantasy/Science Fiction

Summary of the Readings and video

The main focus point was:  science fiction is a sub genre of fantasy and all of science fiction falls into the fantasy genre, but not all fantasy is science fiction.

Dr. Perry gave a lengthy explanation of several categories and examples of titles of books that fell into each category.  I wanted to just list the one’s she mentioned in the video.  I appreciate her expertise in reading and giving brief excerpts or explanations of the titles and why they fell into certain categories.

Science Fiction/ Fantasy Categories

·      apocalyptic

·      post apocalyptic

·      steam punk

·      cyber punk

·      bio punk

·      diesel punk

·      splatter punk

·      elf punk

·      dystopia

·      extra sensory perception

·      robots/androids/cyborgs/artificial intelligence

·      space/aliens/extraterrestrial

·      time travel/parallel universes

·      virtual gaming/reality gaming

·      miscellaneous subjects/combos

As I choose Science Fiction for my library, I should look at specific criteria in my evaluations.  For instance:

1.      Characters should still behave in believable and consistent ways.

2.     Rules for the fantasy world still take place.

3.     The writers of such material must still “assist readers in the willing suspension of disbelief”

4.     Universal truths should still be explored.

Reflection of Fantasy/Science Fiction:

I think depending on whether the books captivate me from the beginning, I don’t know if this is a genre I would delve into right away.  I’d probably ask the kids for recommendations of what they enjoy reading and why?  I’d also look up the fantasy/science fiction booklists with excellent reviews.  The video was excellent in finding out about new books and the visuals will help me decide what to add to the library and know that each one of those books have been reviewed by Dr. Perry.  I’d also have to read each one and maybe get kids to start a book club group at the middle school level to see what is popular or if this is what that age level will be interested in and why.  Will high school students also read these books or is the level of these books considered juvenile level?  I’d have to do more investigating.  Since I don’t really read these types of books, I hope to be able to find a way to gain an interest and make it available to all students in a positive way.

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14

Graphic Novels

Summary of Graphic Novels

Graphic Novels are a form or a format, not a genre.  Graphic novels can be about history, fantasy, non- fiction, and have sub genres.  They encompass a wide variety of audiences including elementary, middle/high schoolers, and adults.

Graphic novels can also be categorized to fall under Manga, Super Hero Stories, Personal Narratives, and non-fiction. 

Students who are not strong readers can use these sequential arts to read stories with complex plots and also read for enjoyment.

In the Slide Share, is suggested that teachers do not read graphic novels but the population prefers them.  I can see why students like graphic novels, they have pictures and less words to read.  The pages are filled with panels, gutters, dialog balloons, thought balloons, captions, and visual sound effects.  These books are great to motivate and lend a hand for students with reading difficulties.  With the variety of curriculum topics, graphic novels can also be used as integration tools and combine all the aspects of visual, text, and written narratives. 

There were several examples of:  Graphic novels for young readers, fantasy/science fiction/historical fiction, contemporary fiction, autobiography/memoir/biography, non-fiction, classics, adaptions, etc.

Reflection to Graphic Novels:

I think I may need to start reading more graphic novels and see what fascinates these kids or why graphic novels are so popular.  Some of the links in the page worked and others lead me to the resources provided.  I liked the ASLC’s list for graphic novels.  Very friendly printable to use as a reference or list of go-to books.  I don’t think my own children have been exposed much to graphic novels and the one’s I have brought home, they seemed to be curious and thumb through them with curious eyes.  Some they liked and some they didn’t.  I can see how they would be intimidating at first, and depending on the context or the literature, graphic novels make an interesting read.  I like the different examples that were shared on the Slide Share.  I like the visuals of the cover page of the book.  I am able to use that when I am searching for new books to become familiar with.  I also can see how readers with learning difficulties can be properly exposed to graphic novels and still enjoy a good book while enhancing their vocabulary a little at a time.

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