Read Aloud Recommendations
"Esperanza Rising"
Ryan, Pam Munoz. Esperanza Rising (2000). Scholastic,
Inc: New York.
ISBN: 043912042X
Esperanza Rising is a beautiful story about a young
girl, Esperanza, whose life is turned upside down
when a series of sudden tragedies occur at her family’s
Mexican ranch, El Rancho de las Rosas. Before this,
Esperanza had always been surrounded by wealth, pampered
by servants, and given beautiful things. Abruptly,
she and her mama are forced to flee to California
to find work in a camp for Mexican migrant workers.
At first Esperanza is unprepared for the hard labor
and meager conditions of the Great Depression and
the life of poverty she finds in the migrant farm
camps of the Central Valley of California. However,
when Mama gets sick, Esperanza has no choice but to
be strong and face the many complicated hardships
of her new life. This novel is a realistically fictional
tale of a 13 year-old girl whose heart changes by
rising above her difficult circumstances, and amazes
everyone in the process.
I recommend this book because the incredible story
of Esperanza, the novel’s heroine, offers familial,
economic and geographical opportunities for connecting
with students as they read through the story. Additionally,
the book is recommended with its descriptive imagery
of the landscapes, working conditions, and relationships
in the novel. The evolution of Esperanza’s character
and the visual vocabulary throughout the story makes
this novel an excellent selection for a read-aloud.
According to Serafini and Giorgis, “interesting
characters that students can connect with often support
exciting discussions (p. 40).”…”Their
actions and solutions should be believable, and not
always ones that we would agree with should we find
ourselves in the same situation.” The images
described throughout the story gracefully demonstrate
use of symbols, metaphors, and other writing techniques.
As Serafini and Giorgis point out, “Reading
aloud provides demonstrations of quality writing...the
books we read provide powerful models for the types
of writing students will do” (p.11). I recommend
this read-aloud for 4th grade and up, since the plot
is complex, but also because it can be connected to
other content areas such as California history within
the social studies curriculum.
To guide students’ responses to the text, I
would use “Chapter Chat,” as described
by Serafini and Giorgis (p. 53). Through this strategy,
students can pause during the chapter or after the
chapter to discuss connections with their partner,
group, or class. This technique allows room for variation
and creativity. Teachers can vary discussion activities
by asking students to act out scenes, or reflect and
share in journal entries.
To support English learners, I could focus on vocabulary
of the text, both English and Spanish (a good amount
of Spanish terms and phrases are used throughout the
text, which may be helpful for English learners whose
native language is Spanish). Readers benefit from
most Spanish words being translated into English through
either direct translation, or translated in context.
Writing the words up on the board as the class comes
across them and discussing their meanings would be
beneficial to all students. Also, the teacher could
bring in realia especially for the fruits and vegetables
mentioned in the story in addition to maps and photos
of migrant farm camps.
I enjoyed this book because of it's "riches
to rags" story overcoming firece obsticals and
the realization of what is truly important in life.
The story contains lessons of perseverance and Esperanza
provides an inspiration to readers young and old.
"Owl Moon"
Yolen, Jane. Owl Moon (1987). Philomel Books: New
York.
Illustrated by John Schoenherr
ISBN: 0399214577, Winner of Caldecott Medal
Owl Moon is the story of a father and daughter who
go owling together late one winter night under a full
moon. They walk through the snowy woods together in
silence, because," ...when you go owling you
don’t need words, only hope." They walk
for a long time and call “Whoo-whoo-who-who-whoooooo,”
the sound of a Great Horned Owl. It is a gentle story
with gorgeous illustrations that reminds us of the
beauty of nature, the serenity of nighttime, the peace
of silence, and special memories with parents.
I recommend this book because the text and illustrations
work seemlessly together to gracefully deliver the
story to young children. According to Serafini and
Giorgis, “reading is the active process of constructing
meaning in transaction with the text and illustrations
contained in picture book” (p. 15). The watercolor
illustrations are so soft and vivid that readers and
listeners of the story lose themselves in a different
place and time. I read this book aloud to a class
of 2nd graders who were completely engrossed in the
story. Due to the nature of the story, it should be
read aloud in a calm and quiet classroom environment
and using an equally calm tone of voice.
To guide students’ responses to the text,
asking questions to connect to prior background knowledge
is a good way to begin a discussion. For example,
the teacher could say, “Share with your neighbor
a time that you and a parent did something special
together” or “Has anyone ever seen an
owl? What did it look like?” This helps students
relate to the story.
To support English learners, teachers can bring
in realia so students can visually relate to vocabulary
of the story. For example, a teacher can bring in
a woolen cap, pine needles, and pictures of a Great
Horned Owl. Teachers and students can pick out some
difficult words as a class and talk about their meanings
(ie: shrugged, disappointed, stained, clearing). Another
idea is to ask one child to volunteer to be the “dictionary
expert” and to look these words up and report
his/her findings to the class.
Owl Moon is one of my all-time favorites. As a child,
my 2nd grade teacher read it to my class. I recall
his owl sounds were so realistic that I believed an
owl was in the room with us. I still enjoy it today
because of its poetic phrases and beautiful illustrations.
As a teacher, I love to share it with my students.
Reference:
Serafini, F., Giorgis, C. (2003). Reading Aloud and
Beyond. Heinimann: Portsmouth, NH
