Chapter 04

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Chapter 04

  1. 1. Chapter 4<br />Literature<br />
  2. 2. Standards<br />Revised National Council of Teachers of English Standards<br />State standards for language and literacy<br />
  3. 3. Defining Children’s Literature and Literacy Development<br />The use of books is multifaceted, not just for reading<br />The experience of literature always involves both the book and the reader<br />Use of principles to support children’s literacy<br />Scaffolding can include shared, guided, and independent work<br />
  4. 4. Purposes and Values of Children’s Books<br />Children’s books:<br />Help children associate that which is new with that which is already known<br />Give children a greater understanding of the world<br />Make children excited to know more<br />Foster enjoyment, imagination, curiosity<br />Help children develop necessary language and literacy skills<br />
  5. 5. Types and Genres of Books for Children<br />
  6. 6. Children’s Book Awards<br />Caldecott<br />Newbery<br />Hans Christian Anderson<br />International Reading Association<br />Coretta Scott King<br />National Jewish Book Award<br />Catholic Book Award<br />
  7. 7. Some Criteria for Selection of Books for Young Children<br />Select books for enjoyment<br />Durability<br />Format<br />Length<br />Appeal <br />Align with children’s experiences<br />Offer variety of writing styles and illustrations<br />Books that involve children’s senses<br />
  8. 8. Additional Criteria<br />When selecting multicultural literature<br />When selecting books that feature children with identified needs (RIF)<br />
  9. 9. Recommended Books Based on Age and DAP<br />Infants<br />Toddlers<br />Three-, four-, and five-year olds<br />Six-, seven-, and eight-year olds<br />
  10. 10. Thematic Selection of Books<br />Theme based on children’s interests<br />Choose books that are age and developmentally appropriate<br />Books should expand the theme<br />Books with similar characteristics<br />Can focus on a single item<br />Can represent the work of a particular genre, author, and/or illustrator<br />
  11. 11. Integrating Literature into Other Curriculum Areas<br />Reading aloud<br />Using informational books<br />Using drama and art<br />Encouraging child-dictated writing<br />Taught around a theme<br />Can focus on a content area<br />Put literature around the room<br />
  12. 12. Encouraging Children to Become Authors and Illustrators<br />Understanding that looking at both words and illustrations demands a higher cognitive functioning<br />Children need many opportunities to be illustrators<br />
  13. 13. Author and Illustrator Activities<br />Artwork<br />Book covers<br />Child-dictated text<br />Photographs<br />Binding<br />Book buddies<br />Book partners<br />
  14. 14. Storytelling<br />Value of storytelling <br />Respects the oral tradition<br />Impact of books, print media, radio, TV, and computers<br />Helps children make sense of their world<br />Encourage children to be storytellers<br />Simple plots<br />Small number of characters<br />
  15. 15. Storytelling Techniques<br />Vary speech patterns—tone, pitch, rhythm<br />Drama<br />Props<br />Puppets<br />Toys<br />Songs<br />Flannelboard pictures<br />Finger plays<br />Drawings of stories<br />
  16. 16. Poetry<br />Read poetry to children often<br />Use snack time as a “poetry break time”<br />Act out a poem<br />Draw an illustration for a poem<br />Include poetry in group time<br />Pick a theme and<br />Make an illustrated booklet<br />Create an exhibit of poems<br />Create a “poetry line”<br />
  17. 17. Family/School Connection<br />Reading to their child should be a part of every day<br />Set up a parent-lending library<br />Read more than books<br />Encourage parents to limit television time<br />Have families read books in their first language<br />
  18. 18. Tips for Teachers<br />Opportunities for reading must be available frequently, not just at circle time<br /><ul><li>Advice for reading out loud
  19. 19. Word walls
  20. 20. Guidance guidelines
  21. 21. Activity worksheets</li>

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