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!