Experiences in responding to literature can give children background for dealing with more real life experiences.

1. Done by: Nour Kassem

2.  Introduction
 Patterns of response to literature
 Forms of Response
 Literature and the Reading Program
 Response and Reading Comprehension
 Interpreting Pictures
 Literature and Children’s Writing
 Literature and the Social Studies
Program
 Evaluating Children’s Response

3.  Children's literature or juvenile literature
includes:
1. Stories
2. Books
3. Magazines
4. Poems
All of which that are enjoyed by children.

4.  Modern children's literature is classified
in two different ways:
1. Genre
2. Intended age of the reader
 Adults can keep children’s interest in
books by showing their own excitement
towards books.
 Adults may also present continuous and
rewarding experiences with literature to
children.

5. These experiences should include:
 Good oral reading by adults
 Opportunities for children to talk about
what they read and hear
 Opportunities to participate in activities
that can enhance response to and
understanding of literature

6. Patterns of Response to Literature
 Children should be encouraged to enjoy
literature in the classroom, the library,
and at home.
 Enjoyment can be enhanced by a
literature program that introduces
children to books they might not find on
their own.

7.  A well-planned literature program should
establish regular times for oral reading
by teachers and librarians and
opportunities for children to share books
with one another.
 Activities to encourage response to
literature must grow naturally out of the
reading.

8.  Introduction
 Patterns of response to literature
 Forms of Response
 Literature and the Reading Program
 Response and Reading Comprehension
 Interpreting Pictures
 Literature and Children’s Writing
 Literature and the Social Studies
Program
 Evaluating Children’s Response

9. Forms of Response
 The emotional reaction
 The interpretive reaction
 The critical reaction
 The evaluative reaction

10. The Emotional Reaction
 The reader comments verbally or
perhaps non-verbally. This response is
fundamental on which other responses
are built upon.
 Emotional involvement shows how much
the child is interested in the material he
is reading

11. The Interpretive Reaction
 The interpretation of stylistic devices like
metaphor, allusion, irony and symbols.
 It is also shown in inferences about the
events, characters, author’s motive and
the setting.

12. Critical reaction
 The attention given to language,
content, writing style, use of rhetorical
devices, response to author’s use of
dialogue and description.

13. Evaluative reaction
 The reader tells what he or she thinks
what a character ought to do base on
some absolute standard.
 This response can also be about the
author’s methods and the emotional
appeal of the story.

14. Literature and the Reading Program
 An integrated program might focus
attention on story sequence, and at the
same time provide activities such as
drama and creative writing.

15. Response and Reading
Comprehension
 The relationship of literary response to
reading comprehension is an important
idea for teachers and librarians.
 Robert Ruddell describes
comprehension as occurring on three
levels:
• Factual
• Interpretive
• Applicative

16. Response and Reading
Comprehension
 He inferring from the techniques
an author uses to develop a
character.
 An emotional response gives
reason to believe that the child is
responding to the story.

17. Response and Reading
Comprehension
 Literary responses and reading
comprehension skills are not specifically
the same abilities, there are
relationships which can be identified and
used so that development of reading
skills grows naturally into a mature
response to literature.

18. Literal Recall
Recall of details, main idea,
sequence, comparison, case
and effect, character traits.
Narration
Squire’s term for a factual
retelling of the story

19. Inference
Predicting outcomes,
inferring literal meanings
from figurative language.
Interpretation
Making sense of the story,
relating the work to what
the reader knows about
life

20. Evaluation
Judgments of reality/
fantasy, fact, opinion
Evaluation
Literary judgment-
judgment of the worth of a
story or of the quality of
writing, effectiveness of
plot

21. Appreciation
Emotional response to
content, plot or theme,
reaction to author’s use of
language.
Emotional
Involvement
Comments showing
interaction with a story or
poem.

22. Interpreting Pictures
Picture reading is very likely
an important readiness
activity for literary response
as well as for reading
comprehension.

23. Literature and Children’s
Writing
 Experiences in responding to literature
can give children background for dealing
with most rhetorical situations.
 Prewriting is an important concept in the
teaching of writing, for it has to do with
experiences that give children
background for writing.

24. Literature and Children’s
Writing
 Children’s writing takes many forms
from letters to diaries, stories, poems,
and informational writing.
 Poetry, too , can serve as an inspiration
as children work with that form of
writing.

25. Literature and the Social
Studies Program
Acquainting children with the
lives of people who lived in
other times and other places,
and with the lives of people
from a variety of cultures
living in our world today.

26. Evaluating Children’s
Response
 Evaluation of children’s learning
about literature is seldom done
formally.
 Nevertheless, there are literary
behaviors which can be identified
and observed throughout a
school year.