This document provides guidance on selecting and evaluating different types of children's literature, including poetry, fiction, informational texts, and picture books. For poetry, it notes that children prefer humorous, understandable poems with familiar experiences over meditative poems. When evaluating fiction, aspects to consider include the plot, setting, theme, characters, style, and format. For informational texts, the author's qualifications, language, accuracy, and organizational aids are important. In picture books, well-developed characters, authentic illustrations that extend the text, and an appropriate artistic style are factors to assess.

1. CRITERIAFOR SELECTING SPECIFIC
TYPES
PART 3

3. POETRY
• First brush of literature for children
– Lullabies
– Verses
– Chants
– Tongue twisters
• Love the funny sounds more than
what they mean
• Nonsense humor is enjoyable

4. Factors that teachers
should consider:
• The most popular contents of
poetry for children are humor and
familiar experiences
• A poem enjoyed in Grade 1 may
also be enjoyed by some other
levels
• Children do not like poems they
cannot understand

5. Factors that teachers
should consider:
• Literary merit is not always a
guarantee that poems will be liked
• Children do not like meditative,
thoughtful poems
• Children prefer “new” poems to
more traditional ones
• Girls tend to like poetry more

6. Factors that teachers
should consider:
• Aside from humor, children love
actions
• They prefer a variety of subject matter
• They do not like poems with long,
descriptive passages
• They do not like poems that have
unfamiliar figures of speech or
archaic language
• They do not like pedantic – sounding
poems

7. An Example
• Putak, putak!
• Batang duwag
• Matapang ka’t nasa pugad!

8. An Example
• May isang hari
• May alilang pusang bungi
• Ang buntot pasoli-soli
• Ay teka!
• Ako’y nagkamali!
• Uulitin ko uli.

9. Tips for Evaluating
Poetry• According to Stewig’s Short List
(1988)
• Does the poem express how the poet
feels in a way that will be clear to the
children?
• Does the poem present a unique view
of something ordinary
• Does the poem reinforce the idea that
poetry is multiple in topic, in form, or
in style?

10. Tips for Evaluating
Poetry for Older
Children• Young people like narrative poems
that reflect their inner self
• Poem that explore the hidden side of
life (which is not often written about)
• They enjoy word play, sudden insight,
a recollection of childhood or time of
emotional intensity
• They respond to a beautiful designs

11. An Example
• Tiririt ng maya
• Tiririt ng ibon
• Ibig mag asawa’y walang ipalamon
• Tiririt ng ibon, tiririt ng maya
• Ibig mag asawa’y wala namang
kaya

13. EVALUATING FICTION
• The most number of subtypes among
children’s literature
• It is usually evaluated according to
different aspects namely,
– The plot
– The setting
– The theme
– The characterization
– The style
– The point of view
– The format

14. EVALUATING FICTION
• The Plot
1. Does the book tell a good story?
2. Does it move?
3. Is the plot original and fresh?
4. Is it plausible and credible?
5. Is there a logical series of events?
6. How do the events lead to the
climax?

15. EVALUATING FICTION
• The Setting
1. Where does the story take place?
2. How does the author indicate the
time?
3. How does the setting affect the
action, characters, or theme?
4. Does the story transcend the
setting and have universal
implications?

16. EVALUATING FICTION
• The Theme
1. Is the theme worth imparting to
children?
2. Does the theme emerge naturally
from the story or is it stated too
obviously?
3. Does the story avoid moralizing?

17. EVALUATING FICTION
• Characterization
1. How does the author reveal the
characters?
a) Through narration
b) In conversation?
c) By thoughts of others?
d) By thoughts of the character?
e) Through action?

18. EVALUATING FICTION
• Characterization
2. Do we see the strength and
weaknesses of the characters?
3. Does the author avoid stereotyping?
4. Is the behavior of the characters
consistent with their ages and
background?
5. Is there any character development
or growth?

19. EVALUATING FICTION
• Style
1. Is the style of the writing
appropriate to the subject?
2. Is the style straightforward or
figurative?
3. Is the dialog natural and suited to
the characters?
4. How did the author create the
mood?

20. EVALUATING FICTION
• Point of View
1. Does the point of view change?
2. Does the point of view limit the
reader’s horizon or enlarge it?

21. EVALUATING FICTION
• Format
1. Do the illustrations enhance or
extend the story?
2. Are they consistent with the
story?

22. EVALUATING FICTION
for Older Children
1. Is it written in a natural, flowing
language, much like that which
young people use orally?
2. Does it have a wide variety of
themes or controversial ideas?
3. Does it provide enjoyment,
satisfaction, and literary quality, as
well as life, hope, and reality to
young people?

24. ASSESSING
INFORMATIONAL
MATERIALS1. Qualification of the author
2. The use of language
3. Accuracy
4. Quality of illustration
5. Organizational and references
aids
6. Self-sufficiency

25. A Good Piece of
Informative Writing has
1. A subject that interest the young
2. It presents new information
3. It has appropriate tone for the
intended level
4. Has index and other aids
5. Has information for further readings
6. A competent author with expertise
on the subject matter

26. PICTURE BOOKS

27. CHOOSING PICTURE
BOOKS
• Most significant book for young
readers
• Though not all picture books can be
judge the same way, the following
guide is somehow appropriate.
1. Are the characters well – developed?
2. Are stereotypes avoided?
3. What is the quality of the language of
the text?

28. CHOOSING PICTURE
BOOKS
4. Do the illustrations extend the text in any
way?
5. If the setting needs so, are the
illustrations authentic?
6. Is the medium appropriate for the mood
of the story?
7. Is the artistic style appropriate for the
story?
8. Do the size of the book, cover design,
end papers, title page convey the idea of
the book?