The Rough Face Girl

From Algonquin Indian folklore comes one of the most haunting, powerful versions of the Cinderella tale ever told. In a village by the shores of Lake Ontario lived an invisible being. All the young women wanted to marry him because he was rich, powerful, and supposedly very handsome. But to marry the invisible being the women had to prove to his sister that they had seen him. And none had been able to get past the sister's stern, all-knowing gaze. Then came the Rough-Face girl, scarred from working by the fire. Could she succeed where her beautiful, cruel sisters had failed?

In this Algonquin Indian version of the Cinderella story, the Rough-Face Girl and her two beautiful but heartless sisters compete for the affections of the Invisible Being.

In this Algonquin Indian version of the Cinderella story, the Rough-Face Girl and her two beautiful but heartless sisters compete for the affections of the Invisible Being.

Perform this Native American Cinderella tale.

In this Algonquin Indian version of the Cinderella story, the Rough-Face Girl and her two beautiful but heartless sisters compete for the affections of the Invisible Being.

Accompanying DVD includes a first-grade reading workshop (shared reading, author studies, share time), an adult book discussion, a fourth-grade reading workshop (mini-lesson and literature discussion groups), and more.

This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary and middle school classrooms. All of the literacies--dance, music, visual arts, popular culture, media, and computer technologies--are integrated with reading and writing. Balanced treatment is given to theoretical perspectives and practical applications. The text features authentic cases written by preservice teachers, and commentaries on the cases from practitioners and university professors. The cases are designed to prepare future teachers for the PRAXIS teacher certifying exam and others offered in many states. Three theoretical chapters support the practical applications: *Chapter 1 addresses the benefits of writing and analyzing cases and the specific attributes of exemplary teaching cases, and offers guidelines for teachers to author their own case narratives and questions for analyzing and discussing case issues with peers. *Chapter 2 discusses the role of electronic symbol making and multiple sign systems in children's literacy and how children use symbols to receive and express meaning. *Chapter 3 offers a theoretical framework that helps define and enable teachers to use the new literacies of Internet technology, and provides a strong rationale for expanding traditional definitions of literacy. The practical applications chapters (chaps. 4-12) gradually lead readers toward a deeper understanding of how to conceptualize and structure more complex, integrated lessons. In each of these chapters: *An "Overview" provides up-to-date information about the particular form of literacy discussed in the chapter. *A helpful "What Do You Need to Know and How Do You Begin" section offers ideas and tasks for teachers who wish to nurture their artistic and technological aptitudes, expand their understanding of popular culture media, and increase their knowledge about integrating diverse communication forms into cohesive themed units or instruction. *Exemplary cases--the heart of these chapters--present preservice teachers' candid descriptions of their reflections, confusions, and concerns as they support K-8 students writing and writing development through multiple literacy approaches. *Case-specific questions encourage readers to take an active part in analyzing, documenting, and discussing the particular issues raised. *"Commentaries" by skilled practitioners and university professors provide sound teaching suggestions, scholarly perspectives, and sometimes contrasting solutions to the dilemmas described in the cases. *"Reflections and Explorations" activities help teachers become more actively involved in thinking and learning about multiple literacies. *"Practical Applications" questions engage teachers in considering their own teaching environments and goals as they integrate multiple literacy lessons into their curriculum. *"Suggested Readings" support teachers in constructing more in-depth knowledge about the chapter topics.

Presents a comprehensive, theoretically grounded model of children’s understanding of picture storybooks—the first to focus specifically on young children. Relevant to contemporary young children from a wide variety of ethnic, racial, and socioeconomic backgrounds, this dynamic volume includes a wealth of examples of children’s responses to literature and how teachers scaffold their interpretation of stories. “The highest recommendation I can make is that I learned so much. . . . You will too!” —From the Foreword by P. David Pearson, University of California, Berkeley “The single most important book on this topic since Applebee’s The Child’s Concept of Story . . . it is also a pleasure to read.” —Lee Galda, University of Minnesota “Sipe provides a comprehensive theory of literary understanding specific to contemporary young children’s interactions with picture books. Storytime is grounded in well-documented research, an in-depth knowledge of literary theory, and enlivened by insightful commentary.” —Glenna Sloan, Professor Emerita, Queens College of the City University of New York “As a working illustrator who spends most days drawing or painting or dreaming about children's picturebooks, I sometimes wonder, ‘Is there really any point to all of this?’ In this book, Larry Sipe shows me clearly, wittily, and thoroughly that there is.” —Chris Raschka, Caldecott Medal–winning children's book author and illustrator “Those of us who work with children, picturebooks, and teachers could have no more insightful guide to their interactions than Larry Sipe himself.” —Nancy L. Roser, University of Texas, Austin