Go take Roxanne‘s and my CLAT Level III: Children’s Literature Application Test (from the September/October Horn Book). Then come back and let us know how you did.
Filed under Children's Literature, Reading, Teaching
I got eighteen points, though I admit I didn’t do all of the matching in #5. I disagree with #2– based on the little information given, just because the boy is playing a game on his cell phone doesn’t mean that he never reads.
Wow, 18 points? You totally deserve “A punched-in-the-air fist accompanied by
one or both of us yelling, ‘All right!'” Yay!
As for item #2, this particular boy doesn’t read. We, the infallible all-knowing test creators, are sure about this. We wanted to validate his game playing actually. As long as he can read when he needs to, what he does for leisure is up to him, we think.
Well, I think I scored a 14, if I calculated #5 right. I got all your true-false right, mostly by shrewd guessing. I gave myself 2 points on #6 just because I like my answer better than any of yours. I translated it as “I hate being told what I have to read.” I assumed the child was given the book as an assignment and who wants to read any of those? I thought the kid in number seven picked the paperback book because they are more “cool.” I’ve known kids who were shy about carrying around hardcovers that were more obviously library books.
And welcome back. I’ve missed your posts.
Thanks Hope! Glad to be back! We actually did not intend that you read #6 as the child being assigned a book. Kids say this all the time, in our experience, just when we try to help them find books. They don’t want to acknowledge other things so the word “boring” in particular becomes a catch-all term for everything they don’t want to say. We figure it is our job to translate what they really mean.
I scored 13 points- and that was without answering #5. I felt that it was breaking the rule “Never assume”. I have many years of teaching experience, as well as a few of parenting experience, and every kid’s reading interests differ. I used to teach first grade, and already then I would have students with reading levels all the way from non-reader to fourth grade levels, and each of those kids had different favorite books.
Carrie, Roxanne (the co-test-creator) here — actually, #5 was our attempt to stress the “never assume” point — we should have done the point-system differently here — the test taker who refuses to assume and so refuses to answer this question GETS 5 points. Now, you have 18 points total. Be proud.
(But seriously, the whole point-system was in jest… we hope that it came through… )
Ha, good job. Much of your perceptions and views about children’s literature were easy to figure out through reading your writing.
I’m a little concerned about you saying you are not concerned if a child is a nonreader?? If they don’t want to read “literature” then, fine, great, whatever. But saying a child who is a nonreader is not a big deal gives a teacher a pass over children who are delayed in their development of literacy skills?
I want to see every young person who is fortunate enough to go to public school in America have minimum standard of literacy by the time they graduate, and I believe you do too, but saying that it is ok to be a nonreader just sounds bad.
Scarlett, thanks for the comment. By nonreader, we met alliterate — someone who can read perfectly well, but prefers other forms of communication and art over text. We didn’t mean to suggest we are comfortable with kids who CAN’T read. Just those who choose not to.
Thanks for taking the test,
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I’m Monica Edinger, a teacher, writer, and reviewer. My first book for children is Africa is My Home: A Child of the Amistad. You can learn more about me, this blog, and my work here.
November 22, 2014.National Council of Teachers of English. "Crossing the Line: Storytelling that Integrates Facts and Artifacts." Gaylord National Resort, National Harbor, VA.
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