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How I Will Share With Others-
Building a Community of Readers: I plan on making more time for reading aloud. This best practice has shown an effect on higher test scores. Although test scores are important, I want to model how good readers read and enjoy what they are reading. We have responded to the literature we read all year. However, one new way that we are sharing is through Google Slides.
Genres & Formats: I will share this information with students by calling the categories what they actually are and not referring to them as genres.

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What I Still Need to Learn-
Building a Community of Readers: In conjunction with another SHSU course I am taking, I need to learn more about Krashen's research and how he discovers that the number of books in a child's home is one of the best predictors of their success in school. I would also like to learn more about free audio books that my students can access. In addition, I am interested in having the public library visit our campus to encourage students to sign up for a library card and take advantage of the resources they can offer.
Genres & Formats: I think I need to research more on the pros and cons of gentrifying libraries.

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What I Learned-
Building a Community of Readers:
In this video, I learned about 10 suggestions to build a community of readers. 1. Have books everywhere! Research shows the effects of having a certified librarian with a good collection of books and how it correlates with higher test scores. I do have hundreds of books in my personal classroom library, however, I need to be more willing to allow students to take them home. 2. Read aloud needs to occur regularly. 3. Share books with kids in all settings. 4. Silent read to practice the skill of reading each day. 5. Make sure kids have books they can borrow. 6. Kids need to see other model reading. 7. Having choice when possible is important. 8. Include time to talk about books. 9. Responding should and could take many forms. 10. Build that community to foster the love of reading. I will work with my current librarian, administration, students, and parents to build a community of lifelong readers.
Genres & Formats: I didn't realize that there are only two main genres and that the others are sub genres, subjects, or formats. In fiction, we have realism and fantasy. Realism includes realistic and historical. Fantasy includes modern and traditional. Branching out from fantasy, we have traditional (folktale, ballad, fable, legend, myth, and fairy tale). Branching out in fantasy again we have modern (hard and soft fiction and high and low fantasy). Hard science fiction as stated in the PPPD, is where science is the main part of the story. Soft science fiction is when science is involved, but the character is a bigger part of the story. High fantasy examples include Lord of the Rings. Low fantasy takes place is a world more like our own. As you stated, "More down to Earth."  I also learned the chic lit, horror, and mystery to name a few are not genres. These are subjects or categories. Formats include poetry, short stories, pictures books, and graphic novels and

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What I Know-
For this assignment, I watched the PPPD on building a community of readers and genres & formats.
Building a Community of Readers: I know that we must have trust to build a community of readers. I need to expose my students to a variety of text and allow time each day for reading. We need time to reflect and decide on what was read.
Genres & Formats:
I know that genres are categories that we group books into according to their characteristics.

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What I Still Need to Learn-
Nonfiction: I need to purchase the suggested book, From Delight to Wisdom, to read and use as a resource. I need to expand my personal library with the nonfiction go-to authors. I will also need to become more familiar with the CBC's website and resources.
Historical Fiction: When reading and recommending historical fiction, I need to reflect on the criteria provided in the PPPD. Again, I can utilize the CBC information as a guide while I am becoming more familiar with more historical fiction texts.
Graphic Novels:  I need to explore the variety of graphic novels to provide that information to my students. I would like to learn more about the authors of notable graphic novels, especially the one that challenge common stereotypes such as LumberJanes.

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What I Know-
For this assignment, I read the chapters on nonfiction, historical fiction, and graphic novels.
Nonfiction: I know that nonfiction covers a vast array of books such as autobiography and biography.
Historical Fiction: I really enjoy reading historical fiction. I can appreciate how authors research an event and people from the past to create an entertaining story. I know that by reading historical fiction the reader can gain a better understanding of the past.
Graphic Novels: Although not limited to, graphic novels are especially loved by early and struggling readers. Having a daughter who is in second grade, we have read every single Baby Mouse book in the school library. I know that graphic novels can cross over any genre such as historical fiction, nonfiction, and fantasy.

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What I Know-
This week I read the Introduction, chapters on Awards, Literary Elements, and Why we share literature with children.  I know several things about these topics.
Awards: I am familiar with several awards such as the Caldecott, Newberry, and Texas Bluebonnet. I also know that 2 x 2 books are
recommended for children two to grade two.
Literary Elements: As a fourth grade English Language Arts teacher, I regularly use many of the literary elements such as character, conflict, plot, setting, and theme when discussing literature.
Why We Share Literature with Children: When I reflected on the reasons for why we share literature, I thought of a few reasons. For example, sharing literature establishes a love for reading. Teachers can use the writer's style as a mentor text to have students mimic the author in their own writing. In addition,  the more literature children are exposed to, the greater they achieve.

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What I Still Need To Learn-
Awards: I would like to know more on how my students could be a part of Children's Choice Awards, and others that they could be a part of.
Literary Elements: Poetry has always been difficult for me to understand. I need to learn more about the literary devices in poetry. I find it is easier for me to grasp the concepts when I am exposed to examples in literature.
Why We Share Literature with Children:  I would like to learn more about reading for philosophical speculation. I hope to find more literature to read to the students about those big questions in life. I would like to find age appropriate literature that is very engaging.

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How I Will Share With Others-
I have reflected on how I will share this information with others.
Awards: I would like to include a section on my bi-weekly parent newsletter showcasing several award-winning books for fourth graders. I will also share more of these wonderful books as part of my read-aloud, mentor texts, or even reading responses. We can use the winners and honored books in book clubs. I will have the books easily available for students to create FlipGrids, read independently, or partner read.
Literary Elements: Although some of these literary elements are not part of our fourth grade TEKS, I would like to introduce many of these terms to my students. This will allow them to discuss the literature more purposefully.
Why We Share Literature with Children:  I believe one way to share the information with others is through my newsletter. Creating a simple infographic would provide a visual image to present the information. I would also like to share the Scholastic information mentioned in the PPPD. This information will also be shared with my students. If they can see the relationship between reading at least 20 minutes a day and their achievement level, perhaps they will be more motivated to read.

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What I Know-
This week I read the chapters traditional literature and picture books.
Traditional Literature: In fourth grade, we devote an entire unit on traditional literature. Therefore, I know many things about the topic. I know that traditional literature stories have been passed down from generation to generation. Countries can put different spins on stories we have grown up to love. In most traditional literature there is a protagonist and antagonist. There also seems to be a reoccurring theme of good over evil. In traditional literature, the plots are usually very simple and teach a lesson.
Picture Books:  Based on the reading from the previous lesson, I know picture books provides the reader with an outlet to see themselves in a character or to live vicariously through them. Pictures also add to the text to help the story develop. Many times, I don't really think too much about the physical parts of the book, however, parts such as the title page can set up the reader for what is to come.

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What I Learned-
Traditional Literature:
As I read the traditional literature chapter many of the concepts presented were a refresher. However, I learned more about the criteria for determining the various types of traditional literature. The archetypes factors were new. The link in this chapter, provided more information about archetypes, and I have never really analyzed it to that level. In particular, the twelve types of archetypes and the traits that define who they are were interesting. I began to connect with characters I loved as a child to some of these described archetypes. One of my favorite traditional literature characters growing up was Cinderella. I can conclude that her character would be described as "innocent" and free at heart. She showed kindness and believed that dreams can come true. These types of characters have a strong will and want to do the right thing. Their faith keeps them going.
Picture Books: Learning the difference between picture books and picture storybooks were clarified. As a librarian, I will need to carefully consider many elements of these books to provide the best literature for children. When looking for reviews, I should consider sources such as School Library Journal and Horn Book, not Good Read or Amazon reviews. Some things to remember when selecting books: Is there something significant taught, can the story be followed by children, do the illustrations add to the story, and will the book last through the years? In the future, I will be more cognizant of how the text placement helps the reader understand what is going on. Or how the illustrator can create a mood or tone, such as in The Spider and The Fly. It is important to take time to examine the physical elements of a picture book to appreciate it fully. There is such beauty in picture books just waiting to be discovered.

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What I Still Need To Learn-
Traditional Literature: When reading about the types of folktales, I was unfamiliar with the term noodlehead tales. I googled the term and was directed to the Amelia Bedelia series as an example of a character that takes things too literally. I would like to learn more about these folktales.
Picture Books: I need to explore the resources I can use for recommendations such as Horn Book or Nerdy Book Club. Twitter and Facebook could also be  possible resources for recommendations after I examine the people talking about the books and start following them to learn who they are. Following people, blogs, or educators that I learn to respect can make those critical choices for my library.

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How I Will Share With Others-
Nonfiction: I will definitely share the newly gained knowledge with my colleagues and students in the area of nonfiction. I am excited to use the CBC resource and may include it on my blog.
Historical Fiction:  I plan on doing some cross curriculum with social studies and historical fiction. It would be exciting to use book clubs to explore different settings. It would help the students gain a better understanding of the time period and what life was like for those characters.
Graphic Novels:  On a personal note, I am going to share the spin-off of Baby Mouse, Squish, with my daughter. Reading the statics that 67% if teachers do not read graphic novels, although there are large numbers of readers that prefer G.N.'s was shocking. Then I thought about my read-alouds this school year, and I couldn't recall one graphic novel I shared. Graphic novels can be incorporated into any genre and fit almost any reading objective. I plan on sharing more graphic novels with my students in the future. Students can use graphic novels to critically examine aspects of history, science, and so much more.

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What I Learned-
Nonfiction: I learned of the resource, From Delight to Wisdom by Betty Carter & Dick Abrahamon. The criteria for evaluating nonfiction was informing. 1. What are the qualifications of the author? 2. Are the facts accurate? 3. What is the purpose and scope of the nonfiction text? 4. How does the organization help assist readers in finding answers to their questions? 5. What role do visuals play? I love this quote from Bob Small. "Nonfiction is the only book that we define by what it is not." I learned of several go-to authors in the world of nonfiction such as Kathleen Krull, James Cross Gibin, and Steve Jenkins. When we aren't certain if the facts are accurate we can read reviews, cross compare simple topics of nonfiction text with our students, and use resources from the Children's Book Council. I understand that I need to have books in my library that are broad and narrow in scope. Also, looking at the author's bibliography & acknowledgments can help in deciding if they are qualified to write the book. The visuals play an important role in elaborating and breaking up the text. My library needs to have a balance to make sure I have information for all.
Historical Fiction: I learned that there are criteria for evaluating historical fiction for children. 1. Does the book tell a good story that effortlessly blends the history in the story itself? 2. Are the facts of the historical period accurate? 3. How are the values of the time brought to life? 4. Is everything consistent with social milieu? 5. Does the theme of the story relate to contemporary readers? The setting is the most important component of historical fiction. I reflect on one of my favorite books, Gone With The Wind, and how the characters are fictitious but the setting is based on a real historical era. The reader invests in the characters and it offers a "time-machine" into the past. The CBC provided annotated lists by year to use as a resource. That was new to me. I discovered that I can search books by age range, genre, format or theme.
Graphic Novels: Graphic novels are not a genre but instead are a form/format. They fit any sub-genre and span from elementary-adult. Graphic Novels combine the text and sequential illustrations. Graphic novels can take difficult topics and simplify it to the reader. The video provided many wonderful examples of graphic novels with summaries. There are graphic novels for young readers, science fiction topics, contemporary fiction, autobiography, nonfiction, and even classics re-envisioned. I learned that to find graphic novels to purchase I should review journals, go to comic book shops and talk to the staff, review websites, get student recommendations, and use professional organizations such as ALSA. I browsed the ALSA website and found many PDF printable resources. I can give these pamphlets to teachers, librarians, parents, and caregivers.

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What I Know-
This week I read the chapters on poetry,  realistic fiction, and science fiction and fantasy. I know several things about these topics.
Poetry: Poetry is used to express feelings or ideas through its language.  In fourth grade, we teach poetry across the year. Some of the elements we teach include figurative language, imagery, personification, rhythm, rhyme, and alliteration. Our students are exposed to all types of poetry, however,  I am most familiar with free verse, lyrical, humorous and narrative. When I read poetry with the students, we try to identify the author's purpose for writing the poem. I know that poetry is not a genre, and exposure to poetry will support student's fluency and comprehension.
Realistic Fiction: I know that realistic fiction stories could happen in real life.
Science Fiction & Fantasy: I know that science fiction and fantasy are genres that can contain parts that are unreal or imaginative. This genre can also include talking animals or extremely unbelievable events.

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What I Learned-
Poetry: I would agree with the statement during the PPPD video that many people are not comfortable with poetry. I too have had experiences in high school and college when we analyzed a poem to death. Sometimes at the elementary level, I feel the STAAR assessment questions asked are ridiculous. However, many things I learned in this chapter we definitely help me when teaching my students. I especially enjoy the introduction to the well-established poets. This gave me a snapshot of poets along with a few pieces of their work that I need to know. I can see myself going back to this PPPD to recall the poets I should become familiar with and start my own collection of their works. The criteria outlined in the video was valuable. I learned that those repeated reads of a poem are critical and that students love to interact with the poem. I need to select lively poems that allow their imaginations to expand.
Realistic Fiction: I learned that the realistic fiction books should have multiple themes and that they should be developed naturally.
Science Fiction & Fantasy: This statement was a new takeaway,
"All of the science fiction falls into the fantasy genre;  however, not all fantasy is science fiction." I guess I have never really thought of it that way. As a young girl, fantasy has been a part of my life. From Cinderella to Bambi, to Winnie the Pooh to The Little Mermaid, I knew the idea of make-believe and fantasy. I would say that only recently have I become more interested in science fiction. I also liked the idea that you can find topics you normally enjoy but in a science fiction setting. I never realized how many sub-categories there are in science fiction. The terms steampunk, cyberpunk, biopunk, and dystopia are new to me. I love the Hunger Games series and learned that it is a sub-genre of dystopia.

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What I Still Need To Learn-
Poetry: I want to follow Sylvia Vardell and Janet Wong on social media. I feel their expertise in the field of poetry will expand my knowledge tremendously. I need to learn more about the poets shared in the video and their poems and start my own collection.
Realistic Fiction: I would like to learn more about examples of realistic fiction that avoids stereotypes.
Science Fiction & Fantasy: WOW! I have a lot to learn in this genre. I am very interested in reading
SCI-FI ON THE FLY: A READER’S GUIDE TO SCIENCE FICTION FOR YOUNG ADULTS. Since this genre is probably the one I have the least experience with, I believe that resource would be a gem to have in my personal library. I would love to live in your brain! Your knowledge of this genre is amazing!

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How I Will Share With Others-
Poetry: I loved the Reasons to Share Poetry with Children by Jean Le Pere. I feel that it would be insightful to share with my students and parents throughout the year. I've been thinking about doing a weekly video recording of myself reading a poem. Using Flipgrid or Podcasts would also be a fun and engaging way to have students read and share poetry.
Realistic Fiction: I want to share the idea that this genre is different than other genres such as fantasy because it is believable and is consistent with the real world.
Science Fiction & Fantasy: I think this genre will be one that I learn the most about in the future. As I read more and more of science fiction and fantasy, I will be able to share my knowledge with students and peers. The reader's guide will also be a helpful tool to recommend science fiction books.

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How I Will Share This With Others-
Traditional Literature: To be completely honest, many times my team teachers and I confuse legends and folktales. We will begin our traditional literature unit this month, and I am going to share these definitions in the chapter.
Picture Books: I plan on reading many of the books from the book talk video and share them with fellow teachers and students. I was especially interested in reading Ida Always. I love a book that can evoke those emotions.

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What I Learned-
Wow! I learned so much after I completed the assignment.
Awards:  While researching the links provided in the online textbook, I learned the American Library Association present the Newberry, Caldecott, Pura Belpre, Sibert, Schneider Family, Batchelder, Geisel, Odyssey, Wilder, and the Coretta Scott King Awards. The International Library Association presents the Children Choice, Young Adult, and Teacher Choice Awards. The Texas Library Association presents the 2 x 2, Texas Bluebonnet, Tejas Star, Lone Star, Tayshas, Maverick, Little Maverick, and the Spirit of Texas Reading Programs. Finally the National Council of Teachers of English honor Excellence in Poetry for Children, Orbis Pictus, and the Scott O'Dell Award for historical fiction. I discovered how many awards were established, their namesake, and what each honors. For example, the Little Maverick is a recommended reading list of graphic novels designed for students k-5. I also found that Orbis Pictus- The World in Pictures may have been the first book created for children. Now I have a much better understanding of the awards presented to excellent literature.
Literary Elements: There were several terms that were new to me.  Deus ex machina was one of the terms that I learned. From what I understand, deux ex machina is when the author has a surprise twist in the story, and that it's a literary device that some believe should not be used. It is suggested that using it weakens the plot. Another term that was new for me was archetype. I read one example of the mother figure such as Glinda from The Wizard of Oz as an archetype. Archetype is a type of character, action, or situation that embody worldly patterns in human nature.
Why We Share Literature with Children: I enjoyed the video listing the top ten reasons we share literature with children. After watching the video, I realized that I knew many of them. However, there were several that gave me a greater insight into why we share literature with children. I have often discussed with my own students, that reading about characters like them  helps make connections to the literature. They love to find characters similar to who they are. What I learned is that I need to expose them to more characters that are not like them, so they can have experiences, different than their own. I liked the comment about how kids are looking through windows. They can live vicarious though others characters.