Children’s Literature Week 2 RDG/350 August 22, 2012 Presented by:::::: Ali McManus
Agenda6:00 – 6:20 – updates , purposes of reading and major genres of children’sliterature6:20 – 6:30 – Read Aloud (from one of you)6:30 – 7:00 - Picture Books anD literary elements in children’s literature7:00 – 7:30 - Dinner Break7:30 – 8:00 - Group Presentations8:00 – 8:30 - Methods of selecting books and the importance of literature in facilitating children’s language and literacy development8:30 – 8:45 - Read Aloud (from one of you)8:45 – 8:55 - bathroom break8:55 – 9:05 - Read Aloud (from one of you)9:05 – 9:30 - next week’s assignments9:30 – 10:00 – Learning Team meetings
Updates• ECH endorsement• Field Experience Record
Objectives• 1.1 Distinguish among major genres of childrens literature.• 1.2 Describe literary elements in childrens literature.• 1.3 Evaluate the merits of visual elements in childrens literature.• 1.4 Analyze methods of selecting books.• 1.5 Research various childrens book awards.
Conceptual Framework Themes Addressed This Week• Advocating for Learning• Valuing Diversity• Collaborating with Educational Communities
Purposes• SQ3R Explanation• With a partner use the biography given to you, skim the book and complete the chart.• Share out
Genres of Children’s Literature1) Poetry 1) Poems and drama are important genres that introduce children to verse, prose, rhythm, rhyme, writing styles, literary devices, symbolism, analogies, and metaphors. ie. Stopping by Woods on a Snowy Evening by Robert Frost2) Traditional literature – Folklore or Folk Literature 2) Stories that are passed down from generation to generation, changing slowly over time are called traditional literature. In many ways, this is what makes them so fascinating - they provide a link between the past and the future. Ie. The Three Bears, Brer Rabbit, and The Gingerbread Boy
Genres of Children’s Literature• 3) Realistic fiction and historical fiction – Historical fiction contains stories that are written to portray a time period or convey information about a specific time period or an historical event. Ie. Grandfathers Journey by Allen Say – Realistic fiction includes stories based on current events. ie. Tales of the Fourth Grade Nothing by Judy Blume ...true to life tales of childrens lives• 4) Modern fantasy – The stories are contemporary or are nondescript as to when they occur. They are imaginative tales require young readers to accept elements and story lines that clearly cannot be true - readers must suspend disbelief. ie. Charlottes Web, by E.B. White
Genres of Children’s Literature• 5) Science fiction – The Giver by Lois Lowry• 6) Nonfiction and informational books – Books that are designed to help readers learn more about real things. They provide young readers information without the literary devises common to fiction. ie. Escaping Titanic: A Young Girls True Story of Survival by Marybeth Lorbiecki
Genres of Children’s Literature• 7) Autobiographies and biographies ie. Helen Keller by Margaret Davidson• 8) Picture books – We have a plethora here tonight.
Type of Picture Books• Nursery rhymes• Counting Books• Alphabet Books• Concept Books• Wordless Books• Big Books
Characteristics of Picture Books• (1) Format is predictable and consistent• (2) Emphasis is on the visual• (3) Vocabulary is age-appropriate• (4) The book is uncluttered and easy to understand• (5) Action is used to develop the characters
Characteristics of Picture Books Informational Strategies for reading• Choose a picture book and answer these expository text Survey, Question, R ead, Recite, Review questions: (SQ3R) – Is the format predictable and consistent and what is Know, Want, Learne d (KWL) charts the evidence of that? Graphic organizers – How do you know that the emphasis is on the visual? Semantic mapping Materials – What age group would this be appropriate for? What Reference materials vocabulary is used that made booksdraw this Trade you conclusion? Newspapers Magazines – What action is in the story that manuals develop the How-to would characters?
Picture Books• After completing this activity what do you think the purposes of picture books are?
Purposes• (1) Stimulating the imagination• (2) Encouraging observation• (3) Dealing with emotions• (4) Building prediction and other reading skills• (5) Developing a love of literature• (6) Having fun with books• (7) Building community• (8) Appreciating beauty• (9) Learning about the world• (10)Learning about people, relationships, and feelings
Uses in the Classroom• With a different partner, please discuss how picture books can be utilized in classrooms and make a poster with a list of your ideas.
Uses in Informational the Classroom Strategies for reading• (1) In all grade levels expository text Survey, Question, R• (2) As a model for writing and art projects ead, Recite, Review• (3) Introduce a lesson or topic (SQ3R)• (4) Enrich a unit of study Know, Want, Learne d (KWL) charts• (5) For author studies Graphic organizers• (6) For incorporating drama andSemantic mapping in the physical response classroom Materials• (7) Bring humor into the classroom Reference materials Trade books• (8) Develop vocabulary Newspapers• (9) For developing community and shared experience Magazines• (10) Discuss values and life skillsHow-to manuals
Conceptual Framework• How is “Valuing Diversity” incorporated within using picture books in classrooms.
Literary Elements of Children’s Literature• According to readings from this week, what are the important elements in Children’s Literature?
Literary Elements of Children’s Literature• Plot • Emotional Impact• Characters • Imaginative Impact• Setting • Vision• Theme• Style
Visual Elements of Literature• Colors, Lines, Shapes, Texture, Compositi on. What do each of these refer too according to the readings this week?• As I read a book, please write down what you notice in regards to these specific elements.• Let’s chat
Conceptual Framework• How is knowing these visual element considered as “Advocating for Learning” when it comes to being an educator?
Methods of Selecting Books.• 1) Select books based on children’s developmental levels.• 2) Select books based on children’s changing interests.• 3) Select books based on children’s emotional and social needs.• 4) Select books related to state standards.• 5) Use the Five Finger Method to determine appropriate reading level.• 6) Use national recognized reading lists• a) Student choices International Reading Association (IRA)• b) Teacher choices International Reading Association (IRA)• c) National Content Area Organizations• d) State Education Departments
Methods of Selecting Books• Plots that grip and satisfy• Select for joy, not for how you can use it• You know your kids better than anybody and so you should always choose books yourself without completing relying on the recommendation of others.• Use books you know, like and feel comfortable discussing• Think about what you value, what the purpose for reading the book is, and who your audience is• Why would the methods work well when selecting literature?
Activity• Share a memory of a time in your learning when, given assistance by other students or the teacher, you accomplished something you couldn’t do before. Can you explain your own Zone of Proximal Development (ZPD) in terms of something you’re currently trying to learn?
Book Awards• a) Caldecott® Medal• b) Newbery® Medal• c) Coretta Scott King Award
Assignments• Genre Presentation – Individual due next week – 8/29/12• Genre Celebraton Draft – Learning Team – due next week 8/29/12• Caldecott and Newberry Award Book Summaries –Week Four – 9/5/12• Censored Book Reflection – Week Four 9/5/12• Book Response and Reflection – Week Four 9/5/12• Genre Comparison Chart – Week Four 9/5/12• Issue and Trend Interview Paper – Librarian – Week Five 9/12/12• Anticipation and Reaction Guide Summary – Week 5 9/12/12• Genre Celebration – Learning Team due in Week Five 9/12/12
Conceptual Framework• How have we collaborated with professional communities this week and tonight?
Learning Team Meetings• Please make sure to stay on campus until 10pm.• I will be here should anyone have questions.