The Girl Who Drank The Moon Analysis

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Once a year in the Protectorate there is a Day of Sacrifice in which the youngest baby is taken by the Elders and left in the forest to die, thus appeasing the witch who threatens to destroy the village if they did not obey. Unbeknownst to the people, Xan, the witch of the forest, is kind and compassionate. When she discovers the first baby left as a sacrifice, she has no idea why it has been abandoned. She rescues the infants, feeds each one starlight, and delivers the shining infants to parents in the Outside Cities who love and care for them. On one occasion, Xan accidentally feeds a baby moonlight along with starlight, filling her with glowing magic. Xan is smitten with the beautiful baby girl, who has a crescent moon birthmark on her forehead, …show more content…
Because of this they may experience reading as a frustrating struggle that doesn't give them much information or enjoyment. The Girl Who Drank the Moon contains simple language, manageable story length and great illustrations throughout that are an invaluable aid to communication as to what is going on in the story itself. If the student reads aloud it also provides an opportunity to simplify text, use gestures, expressions and inflection to aid in comprehension and engagement. Students regardless of culture and backgrounds students could see themselves in the stories characters and the overall themes in the book provide lessons learned in areas that the students can sometimes find themselves in such as not believing everything you hear about someone but to make your own decisions based on first hand experience. As educators if we provide readable materials in their interest areas, and they are allowed to read for enjoyment, they will be more likely to read independently. And if they understand 80% of what they read, they will be able to build their vocabulary as they encounter new words. I believe this particular book will help ELL students to activate and reinforce skills such as grammar, vocabulary, pronunciation, and writing in the same way that oral discussions, short compositions, and listening activities do. Reading through the book puts into practice grammatical structures, and elements of pronunciation along with good writing models. Reading in English can activate and develop these skills, making the students better readers in both their native and secondary languages. If our students learn to love reading, then they will do it more often and eventually become fluent readers in English who will be able to continually gain vocabulary and concepts from what they

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