1. Jane Krueger Multimedia Presentation EDUC 580
"Intelligence is not enough. Intelligence plus character...
that is the true goal of education"
Martin Luther King Jr.
Jane Krueger Multimedia Presentation EDUC 580
Theme: Community/Character Building through picture books in the first grade classroom

2.  Rationale for choosing my theme:  Numerous research has pointed toward the power of  books and talk surrounding books in forming a community of learners.  It is my opinion it is so essential to build a classroom that feels safe and caring for first grade students. When children are in an environment like the one described above, children are more relaxed and more likely to learn.  That is the significance of this project.  I hope to show the numerous ways in which listening to books, reading books, writing related to  books and other literacy activities can help influential in developing a  respectful, caring classroom of learners.
Through a shared book the children form a shared background experience to draw from for reading, writing and socializing.
Learner outcomes and objectives in this project are:1. The children will create common background knowledge through picture books. 2. By understanding the authors' messages in the stories the children will create an environment that feels safe and caring for all the classmates
*You may begin watching the video at 2.22 minutes.

3. In the story The First Day Jitters By Julie Dannenberg the main character is very anxious about her first day at a new school. The main character turns out to be the teacher.
After reading the story the teacher will discuss with the class how the author was telling us a story from a point of view that surprised us! The children would turn and talk about what they noticed about the main character never showing her face, and why the illustrator (and author) did that. (meaning maker role)
The teacher will discuss what "jitters" are. The children will turn and talk to a peer about what they think jitters are. The teacher will model drawing or writing what her first day jitters were and she will ask the children to do the same. After the school day is done, as a sign that our jitters are not bothering us any longer, the children can recycle their jitter drawings/writings if they wish. ​

4. In the The CrayonBox That Talked By Shane DeRolf the crayons do not get along, but in the end the crayons look at the picture they made and realize together they can make great things. This very simple story, which began as a poem, helps to show the importance of teamwork and cooperation
After turning and talking and then sharing out with the group, the The children will be given time after the story is read aloud to write or draw in their Reading Journals about what they think the author wanted the reader to learn from the story, the author's purpose. The children will create a crayon that is as unique as they are to put in our crayon box display on our classroom door. (text critic role, at first grade level)

5. A reminder on why community building is important: "Moving into a new class of children can be very challenging. Children need to find things that are familiar to them in the classroom.... children need to build a sense of comfort - the time to be challenged comes later. And interestingly, children who have a sense of success with a particular educational material or game are more likely to share it with others and thus build community. Don't forget to use familiar and favorite songs and books at group time. Children will feel so proud when they can say, "I know that book!""
By Ellen Booth Church
Article
Building Community in the Classroom
Early Childhood Today
** Please see the following slide for ideas to explore this book more deeply using the four roles of a reader.
Chrysanthemum By Kevin Henkes the main character feels wonderful about her name and herself, until her first day of school. This book involves teasing, self-esteem, and acceptance and reminds students to think of other’s feelings.

6. This activity is suggested by Kevin Henkes to explore the father's character in the story. He has quite a way with words and uses many synonyms. After rereading several of the father's sentences.
The teacher could discuss with the children what they notice about the father's words and why the author had they character talk that way. The children would turn and talk about what they noticed. The teacher would explain what a synonym is. The students would explore synonyms and antonyms.
Children can work in pairs and come up with two opposite adjectives, and four synonyms for each, writing and illustrating the following:
Yesterday I felt _____. And ____ and____ and ____ and ____.
But today, I feel _____. And____ and____ and ____ and ____.
Pick a pair of words (tired/awake) to use as models for brainstorming, and show how you can use the dictionary, thesaurus, and the website to come up with a host of interesting (and captivating and engrossing and intriguing and unusual)...as Chrysanthemum's father might say. (the code breaker role)

7. Chrysanthemum...continued
The teacher would explain to the students that is story is narrative fiction text. She would let the children know that in Writer's Workshop they will be writing personal narratives and that these two types have some things in common.
To get ready to write our personal narratives we need to understand that an author organizes a text in a certain way depending on the type of writing author is doing.
After rereading the beginning of story the class would stop. The students would turn and talk about what they notice so far in the book. The teacher would model he summary of the beginning and chart this on the SMART board graphic organizer (attempted to insert in this, but was unsuccessful) what takes part in the beginning of the story. The child would begin to assist with this and on successive days the first graders would help with the "middle" and the "end" portion of the graphic organizer.
After the chart is completed in Writer's Workshop the teacher would make sure to refer to how the author Kevin Henkes organized Chrysanthemum and how it helped the readers understand the events of the story and the story's meaning. The teacher would let the children know they have to be like Kevin Henkes now in their personal narratives as they write stories about themselves. Readers need to know the order of the events in order to make the story meaningful.
Meaning maker role

8. Mrs. Smith's Incredible Storybook
Community building with books lead to building excitement for reading...
Mrs. Smith's Incredible Storybook
By Michael Garland
This book is about how when you read, the characters come alive and you can "go to other places." Many children are hooked just a few pages into the story. The children will hopefully relate with their peers as they identify with the various fairy tale characters in the book.
This book is a great way to lead the community building into beginning the years' Reading Workshop, with kids excited about all the creativity and imagination in books!

9. Mrs. Smith's Incredible Storybook by Michael Garland
A variety of familiar fairy tale characters emerge as Miss Smith reads from her book.
Instruct children to create their own storybook by writing the first letter of the various fairy tale characters on a coloring page provided by the teacher..
Encourage children to color the picture of the fairy tale character and add the correct lowercase letter, as well as uppercase letter on the page.
As children put together their storybooks, request that they retell Miss Smith’s Incredible Storybook by putting the characters the order in which the characters
emerged.
Compile each and staple the pages to create each child's own retelling book.
code breaker and (possibly) text used roles used in this lesson