Emily Metz

FRMS 7331
Double-Entry Journal Reading Aloud Chapters 3 & 4
Reading Thinking
Chapter 3
Selecting books children and young adults This reminds me of my first year of teaching. I
will read (p. 13-14) As educators and was teaching a fourth grade ELA class, which was
librarians choose books to fill their libraries, out of my comfort zone (I was planning on middle
its important for them to consider the or high school) and was unfamiliar with the
curriculum of this level. My school purchased a
authenticity and relevance of the books to
reading curriculum that included short, leveled
their audience. Books that are created
readers, textbooks, and workbooks. I was told
specifically to fit a certain curriculum or that every week I had to use the leveled readers
reading program can be identified by children to teach specific skills and then for testing. It felt
a mile off. so unnatural to use these texts, and I could tell
my students werent getting into the stories.
Looking back, I know I should have incorporated
more authentic literature into the classroom to
spark more meaningful discussions and projects,
and to help develop more involved reading
relationships.
No single meaning in a text (p.17) One I always encourage my students to discuss what
assumption of the reading response theory is we are reading, and I consistently bring up this
that there is no correct main idea or message exact idea: that there is no one, correct meaning
within a story. Depending on the interactions in a story, poem, etc. I find that so often, my
students are eager for me to tell them the right
with the reading community, the context of
answer; they have trouble grasping the idea that
the reading, and the background knowledge
just because their interpretation is different than
the reader(s) bring to the text, multiple their peers, it doesnt mean that it was a
meanings can be derived, supported, and necessarily wrong interpretation.
negotiated from a single story.
Illustrators and authors of picture books I was very surprised to find that an author and
(p.17) In most cases, the authors and illustrator rarely collaborate when creating a
illustrators of picture books rarely book. As much as Ive learned about how
collaborate during the creation process. The important the relationship between a picture
books text and illustrations are, I thought the
illustrator conducts extensive research and
illustrator and author would have to
studies the authors manuscript to derive
communicate with one another throughout the
their interpretation of the text, which is entire process. Its interesting because I wonder
communicated through their illustrations. how often the illustrator interprets a different
meaning from the text compared to the author,
or if the illustrator enlightens the author to a new
interpretation. I think it would be interesting to
have students complete a similar activity, where
one student writes a story and another student
has to illustrate it based on their interpretation,
then they can discuss the final outcome.
 Chapter 4
Need for teachers to increase knowledge of Just like it is necessary for a teacher to know the
art (p.21) It is important for teachers and material they are going to teach, I agree that it is
librarians to increase their knowledge of art important for a teacher to understand unique
elements, techniques, and styles in order to characteristics to genres they include in their
classroom library or curriculum, such as the art
better guide students and readers through
techniques in picture books. My mom is an artist,
picture books.
so I have grown up with an interest in art and
some background knowledge to the different
mediums and techniques. However, I have very
little experience connecting art with literature,
besides covering the basics like mood and tone.
Im interested to learn more about why
illustrators make specific decisions to convey a
certain meaning or message in a story.
Meanings of lines and colors (p.22-23) Throughout my experiences as an English student
Elements of art, such as lines and colors, and teacher, I am aware of the use of color to
carry specific, unique meanings that help to create a certain mood, meaning, or symbol. We
tell a story. For example, horizontal lines frequently discuss the use of color in the stories
we read, although most of the time it is the color
suggest peace or relaxation, while vertical
described in the text rather than in an image. I
lines indicate stability. When choosing colors,
wasnt aware of the varying meanings found
warm colors, like reds, organges, and within different lines, and I found this section
yellows, convey a warm, sunny feeling, while insightful. I could easily see having a discussion
cool colors, like blues, greens, and purples, about an image in a picture book, graphic novel,
create an icy, cold feeling. Specific colors also or painting/visual that mirrors the types of
have their own meanings, like purple discussions we have about a text, pointing out
represent royalty, power, and importance. the specific uses of certain techniques in art
rather than in writingor both!
Working together (p. 34) Often in I thought this statement was powerful in
illustrations, no single art technique or demonstrating the importance of not only
medium is more significant than the other; all identifying the different techniques used in an
the elements work together to assist in the illustration individually, but also taking a step
back and seeing how each element works
storytelling.
together to create a unified message. While its
important for students to know why the
illustrator chose to use certain art techniques,
much like how a writer uses certain writing
techniques, its also important for students to
communicate how the individual pieces work
together and what each piece brings to the
overall story.