Kelly started the ball rolling on a new discussion string when she
asked MiddleWeb readers to share their ideas about favorite read aloud books.
How many of you read to your classes? I'd like to do that, I think it is
another way to get students engaged in reading when they hear a story well-read
rather than just saying the words to themselves.
What have been your favorite books to read?
What have the students liked the best?
Do you incorporate the book into the rest of the class, or is it just on
its own?
Appreciate all your thoughts-
-Kelly
-----------------------------------------------------------
LeeAnne elaborated on the many ways she reads to her class.
I love to read to my students. I read most of the novels that we cover in
class. I read short stories, I read poetry, I read newspaper articles I
have found interesting, and I read excerpts of my own readings to them.
Sometimes they are things that relate to class and other times they are
readings that stand on their own.
-LeeAnn
--------------------------------------------------------------
Naomi recommended a personal favorite.
"Holes"
by Louis Sachar is a great read aloud. There is a lot of predicting
that the kids do. It is like a big puzzle. Yet the theme is one of friendship
and support. The kids will ask for more than one chapter a day.
-Naomi
----------------------------------------------------------------------
Avis agreed with Naomi and explained how she hooked a reluctant class
into reading along.
Holes was wonderful... I agree. I had a class who was not going to read
last year. So after our list kept bragging about Holes, I went to the bookstore
and bought a dozen (my own money of course) and asked who would like a book.
I had 8 that raised their hands. So I carded them and handed them out, and
we began reading.
When I paused, I had 5 more that wanted a book. So I handed out the 4 I
had left, and asked a team teacher if she had any books, and she had 3.
So then I had 2 left. We finished reading for that morning and the rest
of the class wanted a book. So at noon I dashed over to another bookstore
and picked up enough for the rest of the class. It helped that both B&N
and the other bookstore gave a 10% discount for the classroom. Still cost
a little bundle... but I am ready to do it again this year!
The way Sachar keeps that mystery going is fantastic. As an adult I had
a hard time putting it down!
Has any one read any of the books in "A
Series of Unfortunate Events" by Snicket?
-Avis Breding
----------------------------------------------------------------------
John Nail responded to Avis' question and pointed out the benefits of
using "books on tape."
I checked the third book in the Snicket series out of the public library
since so many were talking about it. I really did not care much about it.
I found it to negative. I like positive books where at least some good things
happen.
I have purchased several unabridged books on tape (I just bought the unabridged
audio of Holes at Barnes and Noble) and enough paperback books for the
class. They are required to follow along as they listen to a professional
reader. I'm afraid I would put them to sleep if I read to them...maybe I
should do that so I can catch up with some paperwork!
-John
--------------------------------------------------
Naomi emphasized the importance of reading out loud to students.
John,
Practice reading aloud to your kids. It is a research-based activity that
improves student comprehension and IT IS FUN! Having books on tape is something
different. Read "Holes" aloud with your kids. Teach them reading
strategies by modeling your thinking as you read. A professional tape cannot
replace you.
-Naomi
----------------------------------------------------------------
Thanks for the encouragement. I will read Holes with the class and see how
it goes.
-John
----------------------------------------------------------------------
Ellen commented on "A Series of Unfortunate Events" by Snickett.
I haven't personally read any of the books, but one of my students read
the first book in the series and absolutely loved it. She raved on and on
to me and even bought the second book in the series at our book fair.
-Ellen
-----------------------------------------------------
Avis made a suggestion.
I have the first one- "The Bad Beginning." Have heard comments
both ways, so am anxious to see what it is like. Another series that I am
going to put in the classroom, but can be read only if the student has permission,
is "Left Behind" (student version) Is anyone familiar with these?
I would not read this series aloud. I would put out it for individual reading.
-Avis
----------------------------------------------------------------------
LeeAnne commented on the "Left Behind" series.
I am so anxiously awaiting the release of #9 on October 30!! My students
are the ones that turned me on to this series--they were getting passed
around the 8th grade like wild fire last year!
-LeeAnn
----------------------------------------------------------------------
Susie provided information about the "Left Behind" series.
On the school librarian listserv, someone else just posted the question
about having the Left Behind books in the school library. No one had received
any complaints, and the books kept flying off the shelves. They weren't
promoted or anything, but they were just there, as were many other stories
from various religions and cultures.
With fingers crossed...
-Susie
----------------------------------------------------------------------
Avis continued the discussion about the "Left Behind" books.
Thanks LeeAnn... did you have any objections from parents? I am thinking
of having permission slips and having them on the shelves in the classroom.
(Left Behind series)
I was reading mine in Burger King, and one of the gals who words there stopped
to talk to me, and asked what I was reading. (This was the adult version)...
asked her if she had heard of the student version and she said, "Oh
Yes, my daughter has read them all. I think every student should read those
books."
I thought, well not every parent feels that way!
-Avis
And, Thanks Susie.... that is what flips back and forth in my mind...we
have C.S. Lewis's series, H Boys, Nancy Drews, Animorphs, RL Stein, and
what not. I am wondering what would happen if I just had them on the shelf.
Does any one use permission notes because they are religious?
-Avis
----------------------------------------------------------------------
LeeAnn responded to Avis' concerns about using the "Left Behind"
series.
None at all, but like I said, I borrowed the books from my students, I didn't
have them in the room (although I'd like to!) I let the parents know right
at the beginning of the year that if there are books they don't want their
child reading to make it well known to the child. With my independent reading
program, there is no way that I can "police" every book the kids
are reading. I let the kids know that if there is something their parents
don't want them reading, I expect them to respect their parent's decisions.
I have never had a complaint.
-LeeAnn
----------------------------------------------------------------------
Marsha shared her favorites read aloud books with MiddleWeb readers.
My favorite read alouds have been "Redwall" by Brian Jacques and
"Loch" by Paul Zindel. Jacques fills the room with his beautiful
language and helps students learn to use their minds to image the story.
Zindel just is a wonderful page-turner, action-packed book (be sure to edit
infrequent inappropriate language as you read). It really hooks the reluctant
readers to try other Zindel titles.
-Marsha
----------------------------------------------------------------------
Carolyn, a middle school librarian, shared some of her expertise.
Old Lady Librarian response to this:
Reading aloud is such a wonderful activity. You are modeling good reading
skills.... you are making children picture something in their mind that
doesn't appear on a TV screen... As a media specialist, I have seen my job
evolve so much into technical reference that I rarely get to read aloud
to children... and that is my very favorite thing to do. Each year my resolution
is to schedule my time so that I can read aloud to children....
Good read alouds are very personal. YOU must find a book that you are personally
interested in because then you make it come alive for children. There is
nothing wrong with old books, if you loved them, you will make the kids
love them. Here is a list of titles ... even though some of them appear
to be for lower level kids, remember that even the most worldly 8th grader
loves to be read to and loves these lower level books!
-- Where the Red Fern Grows by Rawls
--Peter Potts by Hicks (out of print but your library might have
a copy of it and it is a great one to read one chapter at a time)
Any of the Soup books by Peck... be sure to explain the time frame and locale...
our KY students sometimes have trouble understanding why Maine kids wouldn't
skinny-dip in June. My favorite chapters to read aloud are "Rope",
(Rob gets tied up) "Janice Riker strikes again"(skinny dipping
and getting your clothes stolen and stealing from the Baptist missionary
box), "Rob goes courting" (Rob washes up and goes courting), many,
many other chapters including one where Rob gets a pair of pants at the
dry goods store and his Ma makes him drop his pants and Rob's love of life
sees his underwear.
Best Christmas Pageant by Robinson
Dracula Go Home by Platt
Jean Craighead George books
Rascal
Judy Blume books
Paulsen books
It really doesn't matter what you choose to read to them... Just let them
know by your enthusiasm that having the ability to read is a skill to be
VALUED!!
-Joanne
----------------------------------------------------------------------
Charles explained several difficulties he experienced when reading aloud
to his students.
Naomi,
I'm so glad that you hopped in on the read aloud string and wonder if you
could talk a little about your approach. I started a read aloud program
with my guys last year and got A LOT of resistance. (Seventh graders). I
started with a picture book called The Garden of Abdul Gasazi because I
thought they'd go for the illustrations. My plan was to spend the first
quarter using quick burn 'em and turn 'em reads and accelerate to chapter
books.
I stopped because I was uncomfortable with the management things that kept
popping up. Here are my questions. When you advocate read alouds with your
staff, do you have the kids in a close group at the front of the class (a
la on the rug) or do they stay in their regular seats? How do you work through
the resistance? Do you just plow through the read aloud so that it becomes
part of the culture of the class, or do you process the resistance with
them?
Do you by-pass picture books altogether and just go straight for novels?
Do you give them a choice of which book you are going to read, or do you
decide? When you're modeling the strategies during the read, do you go beyond
"Turn and Talk" active participation and have them actually write
their predictions, connections, questions, thinking maps etc, down in a
more formal way? Do you allow for drawing Visualizations during the read
aloud? Do you write their questions, predictions etc on chart paper like
Keene in Mosaic of Thought? I'm just brainstorming
all of the things that either caused glitches or that I wondered about while
I was experimenting with it last year so that I can improve.
I do know that we will be doing something, either a shared reading or a
read aloud with the second Harry Potter book because the sixth grade reading
teacher last year did a shared reading of the first and I will be getting
many of those kids next year.
Does anyone else have some pointers?
-Charles.
----------------------------------------------------------------------
Carolyn addressed some of Charles' concerns.
If you meet with resistance at the beginning ... start with some smaller
read alouds that are funny and the kids can "ha ha" about. The
book "Meanwhile back on the Ranch" by Nixon is hilarious and I
have had the most worldly 8th graders almost get down about it....
Some of by biggest successes with read alouds have been because of my enthusiasm...
when reading "how to eat fried worms" I might stand on a table...
and I pass out gummy worms.... Even big kids like "Alexander and the
Terrible Horrible, No Good, Very Bad Day".... Especially on a Monday
morning when everyone seems to still be asleep and crabby...
When you get to chapter books don't ruin the story while you are reading
it by interrupting the flow. Wait until you are finished to talk about inference
or literary technique or whatever you want to talk about... I have had kids
tell me that that was something they HATED -- when teachers made a good
story a lesson....
-Carolyn
------------------------------------------------------
Jean shared some practical classroom management tips for read aloud times.
I just have students remain at their regular desks most of the time, but
occasionally I've had students meet me in the library where I can sit in
a rocker (no, I'm not that old- almost, but not quite) and they can sit
on the couches or floor close by me. They think of that as a special treat
apparently. When I'm in my classroom, nothing is out on the desks for them
to play with or write on. I usually insist they sit up (no heads on desks)
until I know them well enough to know when they are listening. Later in
the year when kids put heads down, I can usually tell that they are just
being comfortable, not sleeping.
You asked: "How do you work through the resistance? Do you just plow
through the read aloud so that it becomes part of the culture of the class,
or do you process the resistance with them?"
I try to pick a book that has enough suspense, adventure, whatever so that
they can't resist. I always pick books I love since I'm sure my personal
feelings are quite clear in my voice. I usually tell them that I'll only
read one chapter and then let them decide if they want me to continue with
that particular book. For example, I love "Watsons Go to Birmingham."
I haven't had a class tell me they didn't want to continue. Same with "A
Day No Pigs Would Die,""Holes," "Freak the Mighty,"
"Long Way From Chicago," "The Pigman," and "Harris
and Me." I've not met with resistance to any of these by a whole class.
You asked: "Do you by-pass picture books altogether and just go straight
for novels? Do you give them a choice of which book you are going to read,
or do you decide?"
I usually start the year with a short story that they can read along with.
One favorite of mine is "Seventh Grade" by Soto. Then I move to
novels. I don't give a choice of read aloud or not, but sometimes I'll give
a little book talk on two and let them pick. I just make sure I'm happy
with either choice before I offer.
You asked: "When you're modeling the strategies during the read, do
you go beyond "Turn and Talk" active participation and have them
actually write their predictions, connections, questions, thinking maps
etc, down in a more formal way?"
I mostly do informal discussions. Sometimes I have them do something more
formal, but not often.
You asked: "Do you allow for drawing Visualizations during the read
aloud?"
Not usually when I'm reading. I find it distracts me too much. We stop and
talk about visualizations from time to time.
You asked: "Do you write their questions, predictions etc on chart
paper like Keene in Mosaic of Thought?"
Sometimes I use an overhead for things like this or say for something like
comparing characters or keeping track of the plot.
I am a big fan of read aloud. I'd suggest looking at Jim Trelease's books,
including The Read-Aloud
Handbook. He has a
website with a good deal of information.
-Jean
----------------------------------------------------------------------
LeeAnne explained how she successfully implements read aloud times in
her middle school classroom.
I have honestly never encountered resistance when I read aloud to the students.
I love to bring a story to life and after the first time in a new school
year that I read aloud, the students don't let many days pass before they
ask for more. Most times, my students stay in their seats; sometimes I allow
them to move around and "get comfy" before I begin.
Charles asked: "Do you by-pass picture books altogether and just go
straight for novels?"
I haven't done many picture books, although I think they are a wonderful
resource. I've used "The Bernstein Bear's B Book" to introduce
alliteration and another (I don't remember the title) that does a great
job with adjectives.
Charles asked: "Do you give them a choice of which book you are going
to read, or do you decide?"
Mostly I decide.
Charles asked: "When you're modeling the strategies during the read,
do you go beyond "Turn and Talk" active participation and have
them actually write their predictions, connections, and questions, thinking
maps etc, down in a more formal way? Do you allow for drawing Visualizations
during the read aloud? Do you write their questions, predictions etc on
chart paper like Keene in Mosaic of Thought?"
I do all of these at one time or another, depending on what the situation
calls for. I use the strategies you named above more when what I am reading
to them relates to the topic studied in class, but I also save time to just
share literature for the sake of it, to turn them on to a genre or an author,
etc.
-LeeAnn
---------------------------------------------------
Naomi explained how she uses picture books when reading aloud to middle
school students.
We use a great number of picture books. Just this week I read "Fire
On The Mountain," a folk tale from Ethiopia about a poor boy outsmarting
a rich man. I mostly read the book for the story, but there were some things
I pointed out. For instance, I stopped once for the students to predict
what would happen to the boy, just before his challenge. I also used "think
aloud" when we came to the italicized word "shemma" to show
how I figured out what it meant. I try not to stop too much, but a little
is fine.
Charles asked about drawing Visualizations during the read aloud. I don't
stop for drawing, but I sometimes reread a part that lends itself to visualization
and remind the kids that visualization is something that good readers do.
Charles asked: "Do you write their questions, predictions etc on chart
paper like Keene in "Mosaic of Thought"?
This would be part of a mini-lesson, which could include reading aloud,
but is not the read aloud part of the day.
-Naomi
----------------------------------------------------------------------
Ellen experienced some difficulty with reluctant listeners during read
aloud times. Her belief in the value of reading aloud to students caused
her to persevere.
Charles wrote: "I started a read aloud program with my guys last year
and got A LOT of resistance. (Seventh graders). I started with a picture
book called "TheGarden of Abdul Gasazi" because I thought they'd
go for the illustrations."
How did you introduce reading the picture books to your kids? I found a
little resistance to picture books at first, but I found that if I presented
it right--that I just LOVED the book or that a lot of times authors put
complicated themes in childrens' books so adults can get something out of
the reading- they loved it. Two of my most loved books that I read to them
last summer were "No, David" and "David Goes to School"
by David Shannon. Both are VERY simple--three and four word sentences--but
we talked about our experiences that related to David, and we hypothesized
about what was causing David to act so "bad." They loved it.
Charles wrote: "My plan was to spend the first quarter using quick
burn 'em and turn 'em reads and accelerate to chapter books."
I think you have to have some purpose...not just for them to be quick, but
that you value what you are reading, that it is an example of quality writing,
that it relates to a theme/topic/idea you are already exploring in class.
To be a good read aloud, you have to enjoy the text on a personal level.
Get into it, share your ideas, and be emotive. They may laugh, but you'll
find they join in after a while. I teach very jaded urban 6th graders, and
they sat, enthralled, as I read Lon Po Po to them during our fairy tales
unit.
Charles wrote: "When you advocate read alouds with your staff, do you
have the kids in a close group at the front of the class (a la on the rug)
or do they stay in their regular seats?"
My kids stay in their seats, but I circulate through the room.
Charles wrote: "How do you work through the resistance?"
I make sure my kids know I am sharing the reading because I love it, not
because I think they are "babies." I tell them about some of my
favorite childhood books and how I still read them.
Charles wrote: "Do you just plow through the read aloud so that it
becomes part of the culture of the class, or do you process the resistance
with them?"
You have to help them buy in. Perhaps when you meet resistance you could
ask them to help you understand why? Probably they will think you think
they are*stupid* because you are reading "baby" books to them,
and then you have to explain your rationale.
Charles wrote: "Do you by-pass picture books altogether and just go
straight for novels?"
I think starting with shorter pieces is better. I would, however, NEVER,
NEVER, NEVER skip a read aloud. I've seen how beautifully my kids respond.
Remember, you can read short stories poems, song lyrics, short selections
from longer texts, etc. Maybe if you meet strong resistance you could mix
it up?
Charles wrote: "Do you give them a choice of which book you are going
to read, or do you decide?"
I usually decide, but within a month of my reading aloud to them, I had
kids bringing in things they had read (or wanted to read) for me to share
during the read aloud. I am actually contemplating next year allowing (encouraging?)
my students to practice for and read aloud the texts they want to share
with their peers. THAT would be cool indeed!
Charles wrote: "When you're modeling the strategies during the read,
do you go beyond "Turn and Talk" active participation and have
them actually write their predictions, connections, questions, thinking
maps etc, down in a more formal way? Do you allow for drawing Visualizations
during the read aloud? Do you write their questions, predictions etc on
chart paper like Keene in Mosaic of Thought? I'm just brainstorming all
of the things that either caused glitches or that I wondered about while
I was experimenting with it last year so that I can improve."
I think these things need to be done with shared readings. Read-alouds should
be done for the sheer enjoyment of the story and the written word. When
I am doing a mini-lesson on a comprehension strategy, I may refer back to
something from a read-aloud, or I may use an entirely new text. I firmly
believe that comprehension strategy practice needs to be interactive and
include a lot of modeling from the teacher, but the read aloud is sacred.
Charles wrote: "I do know that we will be doing something, either a
shared reading or a read aloud with the second Harry Potter book because
the sixth grade reading teacher last year did a shared reading of the first
and I will be getting many of those kids next year."
I think that's a great idea. You know they have "bought in", so
why not continue? :)
-Ellen
-------------------------------------------------------------------
Charles thanked folks for the great advice.
I still feel really low level about this so I totally appreciate the Explicit,
Clear Ideas.
-Charles.
----------------------------------------------------------------------
Mary Anne felt that using a dramatic touch helped hook middle school
listeners.
I do a lot with read alouds for all our sixth, seventh and eighth graders.
I have a director's chair that I carry with me from class to class. I try
and choose something that the teacher is doing and just "pop-in."
Of course, the teacher knows ahead of time I am coming. For example, last
year, I had a science teacher who was doing ecology and I took in "The
Lorax" by Dr. Suess.
I ask the kids to get comfortable. No feet on the desks, but they can sit
on the floor or put their heads down if they like. I try and be as dramatic
as I can. Many of our teachers have started doing the same thing and the
kids love it! I also read during lunch duty--short silly, Shel Silverstien
like poems--just to elicit a laugh. It is amazing how many kids pick up
the poetry books from the library.
I would skip the second Harry Potter and read the third. It is a much quicker--more
excitement type read!
-Mary Anne
----------------------------------------------------------------------
Lori used read aloud books as a jumping off point for subsequent learning
activities.
I use a LOT of Dr. Seuss novels -- his big books are considered his novels
and all of them have an underlying theme. Sneetches is how we treat each
other and why different on the outside does not equate with different on
the inside. Horton is wonderful for listening to the "little guy"
and why everyone is important. Butter Battle Book is also great -- particularly
since I teach in the Military community-it is an elaborate comment of the
Cold War, and it ties in well with the other subjects too, like science
and history particularly.
We also read things like Three Little Pigs and Little Red Riding Hood then
write about another character's point of view. Helps get into the idea of
putting yourself into someone else's shoes. Some days these students need
a lesson in that. We do both after reading the stories from the wolf's point
of view--most are very funny.
Have also done Robin Hood from the sheriff's point of view, I use the VERY
elementary version of these stories so they are easiest to rewrite and so
the students do not get bogged down in the detail but delve more into the
character's views. We even re-illustrate some of the stories we read and
rewrite. I teach 7th grade Language Arts. I always meet some comments like
"This is so gay" and "This is stupid" but all do it
and usually request another story or two or three
-Lori
-------------------------------------------------------------------------------
Deb provided ideas for using her favorite read aloud stories in the classroom.
As an ELA (English-Language Arts), I used to read to my homeroom for 15
minutes right after lunch every day. I usually read novels, but sometimes
I read poetry or a short essay, story or article.
"The Gift Giver" by Joyce Hansen was a big hit with my students
and had them begging for more! The sequel is "Yellow Bird Me."
Both of these books have wonderful themes about foster children, family,
friends and in the case of the sequel, dyslexia. The setting is NY City
and the characters are African American.
Reading aloud to students can also provide some good prompts for journal
writing.
Sometimes I would read a chapter just to plug a book before distributing
multiple copies.
As a science teacher, I read picture books that connected with our subject
matter regularly. When I used picture books I could honestly say that a
college professor had advised me that these books usually explain concepts
clearly and that I could always read higher-level texts after I got the
core information down. My kids always accepted this explanation and they
knew that I really enjoyed the books.
-Deb
-----------------------------------------------------------------
Math teachers love reading too!
I'm not a language arts teacher but I loved Holes and so did my personal
children, (ages 11 and 8 when they read the book). My daughter (age 9, 4th
grade) LOVED the books in the Series of Unfortunate Events. She read five
of them in about two weeks!! I have not read any (though my daughter keeps
pestering me), but they obviously appeal to kids.
-Karen, math teacher in St. Louis
-----------------------------------------------------------------
Ellen made some suggestions for possible read aloud books.
Someone earlier mentioned "Monster" by Walter Dean Myers. I bought
it at our school book-fair and couldn't put it down! I think it would be
a great book to talk about social issues as well as to practice inference
and predicting skills.
Another book I read that was pretty good was "Miracle's Boys"
by Jacqueline Woodson. Both parents are dead, and a super-talented older
brother gives up a scholarship to (I think) MIT to raise his two younger
brothers after their mother dies. The middle brother gets involved in mischief
and gangs, and the youngest feels responsible for his mother's death. I
think it's set in New York. I think this book would be a great one to use
in examining character...how a character changes, what influences them...how
this applies to ourselves. I enjoyed the book, and I'm going to introduce
it to my students early in the school year!
-Ellen
------------------------------------------------------------------
Avis tries out Lemony Snicket's "A Series of Unfortunate Events"
books and gives her stamp of approval:
Hi Karen... Holes I will always do. The other night when it stormed and
thrashed about... I read the first book written by Snicket, "A
Bad Beginning." To me it wasn't as bad as some people have made
it out to be... and I would not hold back from reading it to my class this
year.
Went to B & N and bought book 2 and 3 ;-), sat down with a Latte and
started on book 2. (I think the Count looks like Dracula!) The descriptions
of the characters are so real; you can actually visually them in your mind.
So now on my agenda are only 5 books, but 3 are children's. Snicket's book
2 and 3, Left behind Book 2.
-Avis
------------------------------------------------------------------
John suggested exploring the African American "trickster" stories
like Brer Rabbit, particularly editions that recognize their authentic roots
in black culture:
I've made some study of the Brer Rabbit stories and their place in African
American history and culture. These are authentic folk tales, part of the
"trickster" stories that one finds in quite a few cultures across
the world. Somehow Brer Rabbit and his friends got tinged by the racism
of the early and mid-20th century and many teachers and others seem reluctant
to read or use these stories.
Fortunately, some folklorists have worked to restore these tales to their
rightful place as important literary contributions from the American slave
community. See for example this review of a recent edition of Brer Rabbit
stories:
http://www.angelfire.com/journal/garyearlross/rabbit.html
The author of this book is a well-known African American storyteller (and
former LArts teacher in Buffalo, NY) Karima Amin, who has an interesting
website that includes colorful pages from her book. This might be a picture
book worth trying! Visit the site at:
http://www.aclearwebcreation.com/KAindex.html
It would be fun to develop a unit around the Trickster in literature and
include a classic tale like Brer Rabbit and the Tar Baby, in the context
of its true origins. Here's a pretty good version:
http://www.otmfan.com/html/brertar.htm
With some practice, this could be a great read-aloud!
I recently read a fascinating book that I recommend to everyone: God,
Dr. Buzzard and the Bolito Man : A Saltwater Geechee Talks About Life on
Sapelo Island by Cornelia Walker Bailey. The trade paperbook just came
out. Ms. Bailey grew up on a Georgia island where the Gullah or "Geechee"
culture survived long after it disappeared most places. She recalls hearing
the Brer Rabbit stories as a child. About ten years ago, Ms. Bailey visited
Sierra Leone and found cultural traditions there that compared to traditions
passed down from slave ancestors to her community in Georgia.
John
------------------------------------------------------------------
When Beverly returned to the listserv, she offered these ideas:
I've been off the list for awhile, but am looking forward to reading this
discussion in the archives and looking at the list. Read aloud is a big
part of my language arts classes, and want to share some that may not have
been mentioned:
Kids in middle school respond so warmly to Robbie Branscum's _Toby, Granny,
and George_ . I enjoy reading them because they are written in Ozarks dialect,
which comes naturally to me. My former students in Florida insisted I read
all the sequels.
Vera and Bill Cleaver were prolific writers -- I think the canon of their
books makes up one of the treasures of American juvenile and YA lit. I've
had wonderful successes and lots of thoughtful writing from kids based on
_Hazel Rye_ , _Sweetly Sings the Donkey_, and _The Mock Revolt_(my favorite).
This year, I'm reading _A Year Down Yonder_, by Richard Peck to begin the
year. I recommend it to you all. It's reminiscent of _Queenie Peavey_, another
great read aloud, by Robert Burch. I could go on, but won't -- can hardly
wait to peruse the list's list!
Beverly Maddox
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