From the 10 respondents here is the list of books they had read.
1.
Interview
a 10 children and ask them to submit name of their ten children`s books and
why? How do their choices reflect their particular age and stage of
development?
Name of Child: Al Vincent S. Commendador
Age/ Sex: 13 years old/ Male
School: Sacred Heart Diocesan School
Parents` name: Allan P. Commendador
Venus
S. Commendador
Parents` occupation: Farmer
Housewife
Residence: Dipolo, Molave Zamboanga del Sur
Titles of Books Read:
1. Mga
Anak ng Araw. Bakit iba-iba ang Kulay ng mga Lahi (Children of the Sun. Why
different races have different Colors)
Rene O. Villanueva
2. Urduja Lina R. Felimon
3. Makabayang Pilipino
1: Matapat na Pilipino
4. Into the Future: Science and Health
5. Conceptual
Integrated Science Johnson Hewitt
Name of Child: Nadine D. Salisid
Age/ Sex: 12/ Female
School: Dipolo, Molave, Zamboanga del Sur
Parents` name: Rogaciano Salisid Jr.
Maricel
D. Salisid
Parents` occupation: Farmer
Farmer
Residence: Dipolo, Molave, Zamboanga del Sur
Titles of Books Read:
1.
Hipon and Biya (Shrimps and Goby Fish) Carla M. Pacis
2. Luis and the
Enchanted Creatures Marcy Dans Lee
3. Urduja Lina R. Felimon
4.
Introductory and Intermediate Algebra for
College Students Blitzer Smith
5. English Expressways
Name of Child: Arzei John Erickson S. Fiel
Age/ Sex: 13/ Male
School: Sacred Heart Diocesan School
Parents` name: Arnold Y. Fiel
Ma.
Liezle S. Fiel
Parents` occupation:
Teacher
Teacher
Residence: Abad Santos Street Molave, Zamboanga del
Sur
Titles of Books Read:
1. Ang Huling Puno (The
Last Tree) as
told by Richard Reynante
2.
May Leon sa aking Dibdib (There is a Lion in my chest) as told as by
Eugene Y. Evasco
3. Alamat ng Sibuyas
(Legend of the Onion) Augie
Rivera
4.
Maria Cacao, Ang Diwata ng Cebu (Maria Cacao the
Fairy of Cebu) as
retold by Rene O. Villanueva
Name of Child: Mark Joseph S. Salisid
Age/ Sex: 12/ Male
School: Kahayagan
Nationl High School
Parents` name: Melchor A. Salisid
Fe
S. Salisid
Parents` occupation:
Carpenter
Housewife
Residence: Kahayagan Aurora Zamboanga del Sur
Titles of Books Read:
1. Biology Concepts and
Connections Scot Campbell
2. English Expressways
3.
Introductory and Intermediate Algebra for
College Students Blitzer Smith
4. Into the Wild Dan Teal
5. Donkey
Miller Woodrew
Name of Child: Ria Mae A. Camasura
Age/ Sex: 15/ Female
School: Molave Vocational Technical School
Parents` name: Edgar G. Camasura
Merlinda
A. Camasura
Parents` occupation:
Driver
Housewife
Residence:
Dipolo, Molave Zamboanga del Sur
Titles of Books Read:
1.
The Warrior Dance, and Other Classic Philippine Sky Talesas told by Neni
Sta. Romana-Cruz
2. English Expressways
3.
Conceptual Integrated Science Johnson Hewitt
4. Biology Concepts and
Connections Scot Campbell
Name of Child: Vauggne Joseph L. Tesoro
Age/ Sex: 13/ Male
School: Sacred Heart Diocesan School
Parents` name: Antonino G. Tesoro
Gina L. Tesoro
Parents` occupation:
OFW
OFW
Residence: Abad Santos Street Molave, Zamboanga del
Sur
Titles of Books Read:
1.
Ang Tandang sa Araw (A Rooster in the Sun) as told by Becky Bravo
2. Juan Tamad (Lazy
Juan) as
retold by Rene O. Villanueva
3. Tubble Wubble. The Clumsy Little Turtle “An I-Like-Myself
“book as told by Gidget R. Jimenez
Name of Child: Charles Joshua Borbon
Age/ Sex: 12/ Male
School: Molave Vocational Technical School
Parents` name: Joerene Borbon
Leilia Borbon
Parents` occupation:
Teacher
Teacher
Residence: Abad Santos Street Molave, Zamboanga del
Sur
Titles of Books Read:
1.
The Warrior Dance, and Other Classic Philippine Sky
Talesas told by Neni Sta. Romana-Cruz
2. English Expressways
3.
Conceptual Integrated Science Johnson Hewitt
4.
Biology Concepts and Connections Scot
Campbell
5.
Hipon and Biya (Shrimps and Goby Fish) Carla M. Pacis
6. Luis and the
Enchanted Creatures Marcy Dans Lee
7. Urduja Lina R. Felimon
8.
Introductory and Intermediate Algebra for
College Students Blitzer Smith
9. English Expressways
Name of Child: Stephanie Anne C. Salisid
Age/ Sex: 12/ Female
School: Dipolo Elementary School
Parents` name: Bonifacio S. Salisid
Mary
Jane Salisid
Parents` occupation: Farmer
Farmer
Residence: Dipolo Molave Zamboanga del Sur
Titles of Books Read:
1. Bahay Kubo illustrated by Hermés Alégré
2.
The Warrior Dance, and Other
Classic Philippine Sky Talesas
told by Neni Sta. Romana-Cruz
3.
The Termite Queen, and Other
Classic Philippine Earth Tales as told by Sylvia
Mendez Ventura
4. Antukin, Philippine
Folk Songs and Lullabyes,
selected byFelicidad A. Prudente
Name of Child: Rodel L. Lampon
Age/ Sex: 11/
Male
School: Molave Regional Pilot School
Parents` name: Rolly L. Lampon
Merlinda
L. Lampon
Parents` occupation: Fireman
Housewife
Residence: Abad Santos Street Molave Zamboanga del
Sur
Titles of Books Read:
1.
The Warrior Dance, and Other Classic Philippine Sky
Talesas told by Neni
Sta. Romana-Cruz
2. English Expressways
3.
Conceptual Integrated Science Johnson Hewitt
4. Biology Concepts and
Connections Scot Campbell
Name of Child: Hannah A. Saberon
Age/ Sex: 10/
Female
School: Molave Regional Pilot School
Parents` name:
Charlina
A. Saberon
Rustom R. Saberon
Parents` occupation:
Housewife
Driver
Residence: Tiparak Tambulig Zamboanga del Sur
Titles of Books Read:
1.
Hipon and Biya (Shrimps and Goby Fish) Carla M. Pacis
2. Luis and the
Enchanted Creatures Marcy Dans Lee
3. Urduja Lina R. Felimon
4.
Introductory and Intermediate Algebra for
College Students Blitzer Smith
5. English Expressways
Name of Child: Arthur A. Arnaiz
Age/ Sex: 12/ Male
School: Molave Vocational Technical School
Parents` name:
Victora
A. Arnaiz
Lolita
A. Arnaiz
Parents` occupation:
Driver
Housewife
Residence: Upper Tiparak Tambulig, Zamboanga del Sur
Titles of Books Read:
1.Bahay Kubo illustrated by Hermés Alégré
2. The Warrior Dance, and
Other Classic Philippine Sky Talesas told by Neni
Sta. Romana- Cruz
3. The Termite Queen, and Other
Classic Philippine Earth Tales as told by Sylvia
Mendez Ventura
4. Antukin, Philippine Folk
Songs and Lullabyes,
selected byFelicidad A. Prudente
How
do their choices reflect their particular age and stage of development?
Their choices reflect their particular age wherein
they can just swap books and borrow from one another since they are just living
near each other and often hang-out with each other. As of their other their
stage of development they are in the same grade level and they often have
similar learning style and reading habit. They are also coming from same school
and has been in the same teacher in the same subject wherein they are required
to read the same books.
2.
Interview one child concerning his reading habits, likes and dislikes.
Interview one of his/her parents to determine the reading environment in the
home. What relationships can you identify?
Name of Child: Vauggne Joseph L. Tesoro
Age/ Sex: 13/ Male
School: Sacred Heart Diocesan School
Parents` name:
Antonino G. Tesoro
Gina L. Tesoro
Parents` occupation:
OFW
OFW
Residence: Abad Santos Street Molave, Zamboanga del
Sur
Titles of Books Read:
1.
Ang Tandang sa Araw (A Rooster in the Sun) as told by Becky Bravo
2. Juan Tamad (Lazy
Juan) as
retold by Rene O. Villanueva
3. Tubble Wubble. The Clumsy Little Turtle “An I-Like-Myself
“book as told by Gidget R. Jimenez
|
Reading Habit
|
Parents
|
Relationships
|
|
|
Likes
|
Dislikes
|
Reading Environment
|
Literate Adult
|
|
Short and action stories
|
Long
and boring books
|
The
reading environment should be conducive to the comprehensive learning.
|
The
parents are the responsible adult who
will play an important role in the developing of the child in terms of
reading literacy.
|
|
Books
with pictures
|
Books
with more words than pictures
|
The
reading environment should be free from noise and has a proper lighting
system.
|
The
parents should provide conducive to learning environment and enough reading
materials.
|
3.
Look for 2 books children which have a review made on them. Compare these
reviews?
Book Review 1
Charlie and the Chocolate Factory
This review was written by Stephany Aulenback
What
parents need to know
Parents
need to know that, overall, this story is a vividly told wild ride with
amusing, cartoon-like sketches that will keep kids excited and laughing.
Various forms of bad behavior are demonstrated -- but the punishments perfectly
fit the crimes. The main character also lives a life of poverty that's
portrayed as bleak and depressing, although the love between him and his family
makes their day-to-day struggles more bearable.
What's the story?
Poor
Charlie Bucket is practically starving to death, but his luck changes for the
better when he wins a lifetime supply of candy--and a chance to visit Willy
Wonka's fabulous, top-secret chocolate factory. This charming, irreverent tale,
one of Roald Dahl's best, has captivated children for more than thirty years.
Five
lucky people who find a Golden Ticket wrapped in one of Willy Wonka's wonderful
candy bars win a visit to his mysterious chocolate factory. Charlie Bucket is
too poor to buy more than one candy bar a year, so when he wins a ticket, his
whole family celebrates.
The
four other lucky children are not as nice as Charlie, and they're punished for
their bad behavior. Greedy Augustus Gloop falls into the chocolate river he's
trying to drink from and gets sucked up a pipe. Chewing-gum addict Violet
Beauregarde grabs a stick of gum that blows her up into a giant blueberry.
Spoiled Veruca Salt is deemed a "bad nut" by Wonka's trained
squirrels and thrown in the garbage. And Mike Teavee demands to be "sent
by television" and gets shrunk in the process. But there's a wonderful
surprise waiting for Charlie at the end of the tour.
Is it any good?
Rarely,
if ever, has a morality tale been dressed up in such an entertaining story.
Roald Dahl clearly has a point to make here, but never does the reader feel he
is preaching; he's just reveling in giving spoiled kids their most perfectly
just comeuppance. Dahl has peopled these pages with some highly memorable bad
children, and readers everywhere love to laugh with glee at their crazy
behavior--and its consequences.
In
the best fairy-tale tradition, Dahl doesn't hide the fact that the world can be
a grim and unfair place. Charlie's depressing life of poverty at the beginning
of the novel reflects this bleak view. But, also in the best fairy-tale
tradition, Dahl appeals to the strong sense of natural justice in children, and
invites them to revel in a marvelously imagined world where people, both good
and bad, get exactly what they deserve. It's also a place where they make
"eatable marshmallow pillows," "hot ice cream for cold days,"
"fizzy lifting drinks" that make you float, and "rainbow
drops" that let you "spit in six different colours." And, in the
end, it's just the place for Charlie.
Book Review 2
Green Eggs and Ham
'Green Eggs and
Ham' by Dr. Seuss is a delectable tongue twister of a story. The simple lexis
is constantly repeated and turned on its' head to make for a fast paced, action
packed rhythmic tale. The simple premise for the story is 'Sam I Am' trying to
persuade or force his very unwilling friend to try green eggs and ham. Through
this process the pair travel to different places and meet interesting
characters. By the end of the story 'Sam I Am' manages to make his friend try
the green eggs and ham and much to Sam's surprise he actually likes them!
What parents need
to know
Parents need to know that this classically silly story
shows characters doing a few dangerous things -- like driving a car into the
treetops and, later, on top of a moving train. But since the tone is overtly
comical, most kids will know that they shouldn't try these things at home. The
narrator takes part in the exhausting back-and-forth of offer and refusal - a
situation many readers can relate to.
While 'Green Eggs and Ham' is also a useful story to use in the early years to encourage children to try different foods and could be extended with tasting unusual foods, making different colored foods ie. blue biscuits using food coloring and mixing colors. The story is also a rich source of rhyming words which are simple to understand, children in key stage one could make lists of rhyming words taken from the story, they could then go on to make up their own poems using some of the words. They could also write about or draw their own favorite foods and explain where and how they would persuade a friend to try them. I have used a CD ROM version of the story that children can access for themselves, in this way children can read the story at their own pace and pause at particular parts that interest them.
'Green Eggs and Ham' is part of a range of rhyming stories including 'Fox in Socks' and The Cat in the Hat' that all encourage children's enjoyment of words. They are humorous stories that appeal to adults and children alike.
While 'Green Eggs and Ham' is also a useful story to use in the early years to encourage children to try different foods and could be extended with tasting unusual foods, making different colored foods ie. blue biscuits using food coloring and mixing colors. The story is also a rich source of rhyming words which are simple to understand, children in key stage one could make lists of rhyming words taken from the story, they could then go on to make up their own poems using some of the words. They could also write about or draw their own favorite foods and explain where and how they would persuade a friend to try them. I have used a CD ROM version of the story that children can access for themselves, in this way children can read the story at their own pace and pause at particular parts that interest them.
'Green Eggs and Ham' is part of a range of rhyming stories including 'Fox in Socks' and The Cat in the Hat' that all encourage children's enjoyment of words. They are humorous stories that appeal to adults and children alike.
Comparison of the two book reviews.
The two reviews has
both touch the content, illustration and the style of the author but the review
of Charlie and the Chocolate Factory review written by Stephany Aulenback is a favorable book review for me as
to the way she writes and it doesn`t use difficult words and has classified its
discussion by putting key question in
each paragraph. While Carina Mcdonagh in her review of Green Eggs and Ham focuses mainly on
its technicalities like the way it should be read by the adult story teller and
its moral it gives to the child as the reader.
4.
What do you think we considered in the reviews- content,
illustration, style, etc.?
For me, A book review must have a
description, critical analysis, and an evaluation on the quality, meaning, and
significance of a book. It should focus on the book's purpose, is it to teach a
lesson or to inform, content as to words should not be too technical to
consider the child as a reader, and authority to teach lesson. It is a reaction
paper in which strengths and weaknesses of the material are analyzed. It should
include a statement of what the author has tried to do, evaluate how well (in
the opinion of the reviewer) the author has succeeded, and presents evidence to
support this evaluation.
