Entry #5

When introducing a story to students, it is very critical for understanding to occur, is by checking what students know and don't know. Activating prior knowledge and building background, is preparation for quality reading. I reviewed two Children's Books, one fiction, and the other non-fiction, to determine what components of the book may affect comprehension impacted by cultural aspects.

The first book I chose was a fiction selection titled, "In the Desert" by Penny Lee Forest. A child who inhabits a climate that is in a cold, icy, and snowy environment would have difficulty imagining the opposite. It would be an eye opening experience. Pictures of the desert, videos, environmental elements (mostly sand, very little rain fall, and animals), creates a scheme. Explaining everyday living, such as putting clothes on to stay cool, houses made of mud or tents with a hole at the top to let the air in, the student would gain a better meaning of the word "desert."

The second book is fiction and called "Snow Suprise," by Lisa Campbell. It is about two children building a snow man. The snowman falls on its side because Sport, their faithful dog, unsuccessfully tried to scare off the forest animals from eating edibles off the snowman. The end results in the snowman lying on the ground appearing like a snow mouse from falling face down. A student who lives in the desert or a country with hot temperatures year round, will find it difficult to fathom an environment of snow, freezing weather, and ice. This student would need visuals, a discussion on clothing and artifacts, even some ice or an opportunity to feel frost in the freezer. How people adapt to life in snowy places would be an involved discussion on weather formation, housing, transportation, and cultural activities, such as building a snowman.

Presenting background information to fill in the gaps, will enhance student's comprehension and learning much more quickly for an ELL learner.