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Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
Chp18 goode
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Chp18 goode

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For SJSU MLIS FOR LIBR263

For SJSU MLIS FOR LIBR263

Published in: Education
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  • 1. Teaching with Children’s Books Chapter 18 Elizabeth Goode LIBR 263
  • 2. Basal vs. Trade
  • 3. What was the first bookthat ever grabbed you as a reader? Why? Was it an assigned book?
  • 4. Trade Books“The purpose of both fiction and nonfiction trade books is not so much to inform, which they do very well, as it is to excite, to introduce, to let the reader in on the irresistible secrets of life on Earth.” p. 233
  • 5. Why choose Trade over Textbook: Trade Textbook• Individual language that • More detached disjointed creates meaning and style perspective • Less appealing• All sizes, formats and illustrations/diagrams with length industrial appearance• Richer understanding of • Unable to develop a single topic idea with any depth• Written and published • Published only every 5-10 more often-latest info years and expensive, old• Personal viewpoint, info individual voice • Written by committee,• Different reading levels detached/distant • One reading level
  • 6. Research Support:• More access to trade books improv ed pre-school age reading scores (Books Aloud Program).• Children struggle with informational text simply because they do not have enough experience working with it.• Exemplary teachers were found to be teachers who provided a literacy-rich environment for kids.• Literature-based instruction helped children catch up after entering school with limited literacy experience.• Children’s motivation to read is strongly influenced by access to books. P. 236-238
  • 7. Using Trade book in the Curriculum• Talking about Books• Creative Response• Use in other Subjects
  • 8. Grand Literature Conversations Circles• Characterized by • Provide an opportunity teachers participating for small groups of fully in the conversation children to talk together• Model and share about a text thought processes and • Make their own personal interpretations questions and lead the of the story dialogue• Open-ended prompts • Groups choose own• Discussion of literary books merit and technique • Time isn’t structured
  • 9. “If assigned responses detract from the readingexperience and diminish the desire to read, they need to be rethought.” p. 240 Creative Responses• Students choose book they want to respond to, choose activity and read without any obligation to respond• Reconsider the traditional book report• Reconsider the whole class novel
  • 10. Book Reports • Rewrite part of the story • Draw portraits of the main characters • Research music from the time period • Give a party for the characters
  • 11. Whole Class Novel“In a class of 30students, it seemsunlikely that any onebook will satisfy theinterests of morethan, say, half of thechildren.” p. 243-provide choice withlimits in small bookgroups
  • 12. Other Subjects “Children won’t see how books from the library fit into daily instruction unless teachers include them as a natural part of the classroom learning.” p. 244
  • 13. Tunnell, M. O., Jacobs, J.S., Young, T.A., Bryan, G. (2012). Childrens Literature, Briefly, (5th Edition). Allyn & Bacon.

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