This document discusses standards and purposes for children's literature and literacy development. It covers types of children's books, criteria for selecting books, integrating literature into the curriculum, and encouraging children to engage with books through activities like authoring, illustrating, storytelling and poetry. Tips are provided for teachers on making reading opportunities frequent and guiding reading activities.

1. Chapter 4Literature

2. StandardsRevised National Council of Teachers of English StandardsState standards for language and literacy

3. Defining Children’s Literature and Literacy DevelopmentThe use of books is multifaceted, not just for readingThe experience of literature always involves both the book and the readerUse of principles to support children’s literacyScaffolding can include shared, guided, and independent work

4. Purposes and Values of Children’s BooksChildren’s books:Help children associate that which is new with that which is already knownGive children a greater understanding of the worldMake children excited to know moreFoster enjoyment, imagination, curiosityHelp children develop necessary language and literacy skills

5. Types and Genres of Books for Children

6. Children’s Book AwardsCaldecottNewberyHans Christian AndersonInternational Reading AssociationCoretta Scott KingNational Jewish Book AwardCatholic Book Award

7. Some Criteria for Selection of Books for Young ChildrenSelect books for enjoymentDurabilityFormatLengthAppeal Align with children’s experiencesOffer variety of writing styles and illustrationsBooks that involve children’s senses

8. Additional CriteriaWhen selecting multicultural literatureWhen selecting books that feature children with identified needs (RIF)

9. Recommended Books Based on Age and DAPInfantsToddlersThree-, four-, and five-year oldsSix-, seven-, and eight-year olds

10. Thematic Selection of BooksTheme based on children’s interestsChoose books that are age and developmentally appropriateBooks should expand the themeBooks with similar characteristicsCan focus on a single itemCan represent the work of a particular genre, author, and/or illustrator

11. Integrating Literature into Other Curriculum AreasReading aloudUsing informational booksUsing drama and artEncouraging child-dictated writingTaught around a themeCan focus on a content areaPut literature around the room

12. Encouraging Children to Become Authors and IllustratorsUnderstanding that looking at both words and illustrations demands a higher cognitive functioningChildren need many opportunities to be illustrators

13. Author and Illustrator ActivitiesArtworkBook coversChild-dictated textPhotographsBindingBook buddiesBook partners

14. StorytellingValue of storytelling Respects the oral traditionImpact of books, print media, radio, TV, and computersHelps children make sense of their worldEncourage children to be storytellersSimple plotsSmall number of characters

15. Storytelling TechniquesVary speech patterns—tone, pitch, rhythmDramaPropsPuppetsToysSongsFlannelboard picturesFinger playsDrawings of stories

16. PoetryRead poetry to children oftenUse snack time as a “poetry break time”Act out a poemDraw an illustration for a poemInclude poetry in group timePick a theme andMake an illustrated bookletCreate an exhibit of poemsCreate a “poetry line”

17. Family/School ConnectionReading to their child should be a part of every daySet up a parent-lending libraryRead more than booksEncourage parents to limit television timeHave families read books in their first language

18. Tips for TeachersOpportunities for reading must be available frequently, not just at circle timeAdvice for reading out loud