My Life in Dog Years

Paulsen, G., & Paulsen, R. (1998). My life in dog years. New York: Delacorte Press.

In this non-fiction story, Gary Paulsen describes some of the dogs he has owned or encountered in his life. The story is told in first person from the author’s perspective. Because of this, it is autobiographical in nature. It's told in a conversational tone—as if Paulsen is speaking directly to his readers. This made the book all the more enjoyable, in my opinion. It is also told as a series of flashbacks—as he reflects on his own life and the lives of each of his pets.

The book is divided into chapters, which are named after some of the dogs he has owned or met. There is Cookie, the sled dog, who saved him after falling through ice around a beaver lodge. Snowball was his childhood companion while living in the Philippines. Ike accompanied him as he began to duck hunt as a child. It wasn’t until later in life that he discovered Ike’s owner. Dirk protected him from some bullies that always pestered him on his way home from working at the bowling alley. Paulsen continued the story by describing some of the other dogs he has loved and cherished in his life. Of all these dogs, though, it appears that he is most fond of Josh—his faithful and intelligent border collie. (The photo shown on the dust jacket includes Paulsen with his dog, Josh.)

This story reminded me how much I want a pet—specifically, a dog. I haven’t had a dog in years after we were forced to give our dog to a family member. (My brother was allergic!) I recently got married and purchased a home with my husband. We are beginning to feel settled, and hope to find a dog to add to our family—before we add a child! :) There is nothing quite like the love and loyalty of a dog... Let’s just hope we can find the right companion!

A few weeks ago, I read Paulsen’s well-known book, Hatchet. So, it was interesting to read another book he had written—and one that is quite different in terms of genre and style. That just shows that he is a well-rounded, capable writer. It is also apparent that Paulsen’s life experiences—as described in My Life in Dog Years—helped prepare him to write Hatchet. His experiences with nature, hunting, and even survival all came out in Hatchet.

This is certainly a book that many young adults will enjoy—as it’s easy to relate to a book about pets. If I were to read this with my students, here are some of the “big questions” I would ask:

1. It is obvious that Paulsen loves his pets—and can't live without them. When one left his life, he got another! What is it that you can not live without?
2.  Why is it that some people seem to be animal lovers and others do not?
3.  How is your life similar to Mr. Paulsen’s? How is it different? 

Field Experience Reflection

Field Experience Reflection

1.     How many hours did you complete?

·       I completed 5½ field experience hours over the course of this class. These hours were spent tutoring a first grader, attending an SBDM meeting, and observing a kindergarten, third, and fourth-grade teacher. I enjoyed being able to obtain these hours in a variety of different ways. 

2.     In a short paragraph or bulleted list, how did you spend your time?

·       Tutoring: I tutored a first grader on two different occasions. This particular child does a great job decoding unknown words using reading strategies. However, she struggles to make meaning of her reading by thinking. We spent a lot of time talking about the importance of thinking while we read—that reading the words and thinking about them go hand-in-hand (metacognition). I read the story Chrysanthemum to her and modeled “thinking-aloud.” I also shared some thinking stems to prompt her to do the same in her own reading (“I’m thinking… I’m noticing… I’m seeing… I’m wondering…”). I think these lessons helped set a solid foundation for her.

·       SBDM Meeting: I attended a SBDM meeting after school to learn about our school’s financial situation and to review the K-PREP testing data from the previous school year. Financially, we are on track with no deficits. In regard to the K-PREP, our school was considered “Proficient.” However, we have a significant number of students who fit within the “gap group,” so we need to target these children to ensure they’re making the gains they need to be making. Our principal feels that it is a disservice to students to teach to the test as many schools often do. He feels that we should focus on content and teaching students to think critically--and that all the rest will fall in place.

·       Observations: During this time, I was able to observe two teachers using Daily Five, which I have started to learn more about. Students were working in one of five different stations (Read to Self, Read to Someone, Listen to Reading, Work on Writing, or Word Work). Students were engaged and working on levels that were appropriate based on their academic needs. Additionally, the teachers were conferencing with students to set individualized goals and discuss progress. I felt that the Daily Five model worked very well for these classrooms. I am considering using it in some way in my classroom next year. The kindergarten teacher I observed used developmentally appropriate practices with her students as they wrote in their journals. They were encouraged to use their knowledge of letters/sounds to write their words, which resulted in invented spelling. She praised their efforts and also showed them the correct writing underneath their own. I was amazed by the level of writing I saw taking place in a kindergarten classroom!

3.     How did the experience help you to strengthen at least one Kentucky Teacher Standard? (Be sure to name the standard.)

·       The standard that first comes to mind for me is the following:  

·       3.RFS.4: Read with sufficient accuracy and fluency to support comprehension.

·       In the two classrooms where Daily Five was being implemented, students were reading at their independent levels (when working alone) and instructional levels (when working with a teacher). They were shown the “Five Finger Rule” in order to choose books that are a “good fit” for their reading ability. Additionally, each child knew his/her independent and instructional reading levels according to DRA. They chose books from the leveled book bins according to this information. I think this is something incredibly important to consider when teaching. Students need to be given opportunities to read books that are a “good fit” to support their comprehension of the text. I have made it a goal to give students more opportunities to do just that—even with my kindergarteners.

4.     Talk a little about one thing you learned because of this field experience.

·       I was reminded during these observations that there is not one correct way to teach reading—or any content for that matter. There are hundreds of thousands of different models/programs in existence. I think it’s great that we are given the freedom to choose how we will implement reading instruction at my school. We are not required to use one, specific method. What matters most is that every child is given the opportunity to read books on his/her level each and every day. Additionally, the teacher should expose students to quality literature through read-alouds on a daily basis. This should be a priority in every classroom—no matter the program being used. I am just glad that I have discovered some new books to use with my students as a result of this class! :)

Reading Log and Wiki Checklist

Reading Log for 30 books (to paste into your blog in at the end of the term)

·       Instructions: List the titles and authors you read under each genre, and use checklist below for Wiki posts. Then, highlight this material and paste it into a final blog post. I have already included (in the 30) the ones we read for discussion. Feel free to read more in each genre as you make time.

Genre / Titles You Read

           I.     Non-fiction/Informational (1 chapter book or photo essay book reflection required on blog)

1)     My Life in Dog Years by Gary Paulsen.

2)     Animal Heroes: True Rescue Stories by Sandra Markle.

3)     Karate Hour by Carol Nevius.

4)     Luba The Angel of Bergen-Belsen by Michelle McCann.

         II.     Poetry (1 chapter or picture book reflection required on blog)

1)     Witness by Karen Hesse. (required for discussion)

2)     Tomie dePaola’s Mother Goose by Tomie dePaola.

3)     20^th Century Children’s Poetry Treasury by Jack Prelutsky.

        III.     Modern Fantasy (1 chapter book reflection required on blog)                 

1)     The House of the Scorpion by Nancy Farmer. (required for discussion)

2)     The Giver by Lois Lowry.

3)     The Pea Blossom by Amy Poole.

4)     The Adventures of the Dish and the Spoon by Mini Grey.

        IV.     Historical Fiction (1 reflection required on blog –can be a picture book)                 

1)     A Long Way from Chicago by Richard Peck. (required for discussion)

2)     The Escape of Oney Judge: Martha Washington’s Slave Finds Freedom by Emily McCully.

3)     The Librarian Who Measured the Earth by Kathryn Lasky.

         V.     Multicultural/Traditional (2 reflections required on blog – one can be a picture book)                 

1)     Cinderella by Barbara Karlin.

2)     The Legend of the Indian Paintbrush by Tomie dePaola.

3)     The Rough-Face Girl by Rafe Martin.

4)     Chicken Little by Rebecca Emberley and Ed Emberley.

5)     The Skin I’m In by Sharon Flake.

6)     Why Mosquitoes Buzz in People’s Ears by Verna Aardema.

        VI.     Realistic Fiction (1 chapter book reflection required on blog)

1)     The Last Safe Place on Earth by Richard Peck. (required for discussion)

2)     Hatchet by Gary Paulsen.

3)     The Hello, Goodbye Window by Norton Juster.

4)     Three Pebbles and a Song by Eileen Spinelli.

      VII.     Picture Books (5 reflections required on blog during the first two weeks of class. There should be a total here of at least six.)

1)     Flossie & the Fox by Patricia McKissack. (required for discussion)

2)     David Gets in Trouble by David Shannon.

3)     Click, Clack, Moo, Cows that Type by Doreen Cronin.

4)     When Sophie Gets Angry—Really, Really Angry by Molly Bang.

5)     Edwardo The Horriblest Boy in the Whole Wide World by John Burningham.

6)     Sheila Rae, the Brave by Kevin Henkes.

7)     Good Night, Good Knight by Shelley Thomas.

8)     Fish is Fish by Leo Lionni.

9)     Leaf Man by Lois Ehlert.

10)  Stellaluna by Janell Cannon.

11)  The True Story of the Three Little Pigs by Jon Scieszka.

Wiki Checklist

Instructions: Write the number of entries for each category you posted into on the Course Wiki (requirement is four total posts, in four different categories)

(1) Art

(1) Reading/Language Arts

(1) Science

(1) Math

Social Studies

Music

Physical Education

Other

Sheila Rae, The Brave

Henkes, K. (1987). Sheila Rae, the brave. New York: Greenwillow Books.

I chose the book, Sheila Rae, The Brave for my book talk. Of all the children's books I read during this course, this was by far my favorite. 

Kevin Henkes is one of my favorite author/illustrators of all time. I have read many of his classics, like: Chrysanthemum, Owen, Lilly's Purple Plastic Purse, Kitten's First Full Moon, and Old Bear. While many of his characters are mice, they are very relatable. This story--Sheila Rae, the Brave--is no different. It's a touching story about a mouse that isn't afraid of anything. She is one tough cookie! She isn't afraid of spiders, the dark, thunder, lightning, or even the principal. “At dinner, Sheila Rae made believe that the cherries in her fruit cocktail were the eyes of the dead bears, and she ate five of them!”

This all changes, though, when Sheila Rae gets lost on her way home from school. This leaves her feeling lonely and scared for the first time. Do you think she finds her way home in the end? You’ll just have to read to find out. And what’s great about this book is that you can even “read the pictures.” Kevin Henkes does a great job telling his stories through his detailed, realistic illustrations. Make sure to check out this fun story—or any story written by Kevin Henkes. You are sure to love it!

The Escape of Oney Judge

McCully, E. (2007). The escape of Oney Judge. New York: Farrar Straus Giroux.

I will be perfectly honest that this is a book I would have never picked up. History is certainly not my favorite subject, but that does not mean that it doesn’t interest my students. As teachers, we should always consider and incorporate the interests of our students—even when it means that we aren’t interested ourselves. This goes back to the importance of knowing our students--their interests, likes, dislikes, families, hobbies, and more. From this, we can choose books that touch on their experiences and interests. In turn, students will be more engaged in their reading. 

I honestly wish my teachers had read more historical fiction when I was growing up. I believe this would have made the study of history much more interesting for me. When reading a textbook, history seems so distant and irrelevant. When reading a piece of literature, you are learning history through the lives of characters that are relatable. This makes the learning much more meaningful and memorable.

This story fits within the historical fiction genre, because it is based on true events; it is set in the past—during the time of George Washington’s presidency (1789). Oney Judge was born into slavery, but Martha Washington took favor on her and allowed her to be her seamstress. When George Washington was elected as president, the family moved to Philadelphia. For the first time, Oney saw free blacks. Although Oney is treated fairly well by the Washington family, they did not allow her to learn to read; she desired this above all. Additionally, Oney got word that she would be given to a relative of Martha’s. After hearing this, she ran away and eventually married and learned to read. As mentioned, this story is set in Mount Vernon and Philadelphia during the 1700s. In the case of this story, the setting is integral, because it would not be the same in any other time or place. This is true for all of historical fiction.

In addition to the touching story, this book is also filled with rich, beautiful watercolor illustrations. Additionally, ink was used to add fine details to the pictures. The book is full of print that helps to tell the story, but the illustrations certainly help to achieve this as well. I am certain that anyone reading this will be captivated by the illustrations. I found myself examining every little detail.

This story would probably not be appropriate to read with my kindergarteners. However, if I were to read it to older students, I would ask them to put themselves in Oney's position—imagining what it would be like to answer to someone else, to be forbidden to read, and to be forced to leave your own family. I think these questions could lead to some powerful conversations. 

Hatchet

Paulsen, G. (1987). Hatchet. New York: Atheneum Books for Young Readers.

Throughout the course of this class, I have read books I wouldn’t have normally chosen for myself. In the end, though, I have actually enjoyed them! This book is another example of one that I was reluctant to start reading. However, I chose it because my husband recommended it. (He saw it on the list from the syllabus.) Once I checked out the book, it looked vaguely familiar—likely because it’s a popular, well-known book. It has earned the Newberry Honor.

This book fits within the realistic fiction genre, because the events in the story are possible. At the same time, though, they are not extremely probable. The chances of surviving a plane crash are limited. Additionally, it is unlikely that any person could survive in nature for nearly two months with only a hatchet. However, Brian beat the odds and did just that. And to top it all off, he was rescued by a fur buyer who heard the emergency transmitter that Brian managed to get out of the plane that was submerged in the lake.

As described in the text, there are a variety of topics included within the genre of realistic fiction. One topic is adventure and survival (Brown, Tomlinson, & Short, 2011). This novel obviously fits within that category—as it is set in an isolated place with the protagonist (Brian) relying on his own skillfulness to survive. Thankfully, Brian was incredibly resourceful and used the things available to him to make a shelter, fire, a bow/arrow, and more.

Throughout the story, flashbacks are used—as Brian is thinking back on a “Secret.” Brian had seen his mother kissing another man while riding his bike. The memory consumes him periodically throughout the story, and he has to stop himself from continuing in that mindset. His father is unaware of this “Secret,” which upsets Brian deeply. But even when he is reunited with his father at the end of the story, he never finds the nerve to tell him the truth.

When reflecting on this story, I tried to put myself in Brian’s shoes. I asked myself this question: Would I have enough drive, strength, willpower, and skill to survive in similar circumstances? Although it’s sad to admit, I think the answer is no. I am quite a worrier and a “scaredy-cat,” so I think I would have had a heart attack or nervous breakdown. I’m not sure I would have even tried to land the plane in the first place. I think I would have closed my eyes as the plane was going down and prayed my heart out—literally letting “Jesus Take the Wheel” as Carrie Underwood sings in her song! Sometimes, that’s all we can do!

Although I am a kindergarten teacher, I can imagine that this book would be very appealing to students in intermediate grades. I’m not sure that I would require all my students to read it, but I think it’s one that is worthy of being introduced and described to students. I would likely share it in a booktalk, and then make it available to students. Any child who is interested in the book could then check it out from our classroom library.

I found it incredibly interesting how Brian referred to his old self in this book. At one point, he says, “That was the kind of thing I would have down before… When I came here—I would have done that. Not now. Not now…” (pg. 175). I think this in itself could facilitate meaningful conversation with students of this age. After all, adolescents are often experiencing physical, emotional, social, and even spiritual change. I would ask the following questions to guide conversation with students. 

1.     Do you think you could have survived in Brian’s shoes? Why or why not?

2.     Brian refers to his old self several times in this novel. His time in the wilderness forced him to change. He became more observant, independent, and resourceful.

·      Do you feel that you have an “old self”?

·      How have you changed over the years?

·      What caused this change in you?

The 20th Century Children's Poetry Treasury

Prelutsky, J., & So, M. (1999). The 20th century children's poetry treasury. New York:

Alfred A. Knopf.

As a kindergarten teacher, I am ashamed that I didn’t know about this book. The poems included are absolutely delightful! I must admit, though, I do not use much poetry in my classroom. I do introduce a variety of nursery rhymes—from “Hey Diddle, Diddle” to “Itsy, Bitsy Spider” to “Three Blind Mice”. Beyond this, though, I do not read many other poems to my students. After years of having to memorize poems and analyze them in my high school courses, I grew to dislike poetry. The assignments I had took all the fun right out of it! I was glad to read about this in our textbook; now I know this is not best practice. I just hope my former teachers have learned this, so they aren’t creating a dislike of poetry in their current students. At the same time, I have a role to play in developing children’s interest and love of poetry. It is never too early to start!

After reading this book, I used it in my classroom almost immediately! My kids were captivated by the poems. I have been reading about two or three each day. With the exception of their laughter, poetry time is typically the quietest part of our day. They are completely tuned into every word I’m saying. After all, they can relate to many of these poems, because they draw on their experiences and prior knowledge (seasons, colors, school, homework, siblings, and more).

This book is considered an anthology of poetry, because it is filled with poems by a variety of authors. Additionally, the poems touch on a variety of topics and appeal to children of all ages. As with much of poetry, the poems in this book often have a rhythm or beat. The poem “June,” for instance, has short lines and an upbeat rhythm. This supports the happiness the author is feeling during this time of year. “The Secret Place,” on the other hand, has longer lines and a slower rhythm. This supports the tranquility the author feels in his special spot. In addition, many of the poems use sense imagery—with the author appealing to one or more of the senses. In the poem “Rain Sizes,” the author highlights the sense of touch when he writes, “It tickles your face with surprises, and tingles as if you’d been kissed.” I also saw examples of concrete poetry in this anthology—with some of the poems printed in a certain shape to support the meaning. The poem “Rolling Down a Hill,” for instance, is printed with the words rolling downward. The page has to be turned at different angles in order to read it.

I used the handout titled: “Tips for Reading a Poem” to guide me as I read one of the poems from the book. I chose the poem “Moving,” because I am actually in the process of moving myself. I am moving out of my parents’ house into a home my husband and I just purchased. Although I am very excited about starting a life with my husband, I am also very nervous and a bit sad to be leaving my loving, amazing parents. I have several other experiences with moving in my life. This makes up my background knowledge or schema. As I read the poem, I actually visualized myself—saying goodbye to my bedroom and my neighbors and my parents. It literally brought tears to my eyes, but I am just in an emotional state right now!

I love that these poems are so incredibly relatable—even to an adult like me. I recommend this book to any and everyone who is unsure of how to introduce poetry into his/her classroom! It has changed the way I view poetry, and I think that it will have a positive impact on students.