Week 4 selection criteria of texts for young
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When selecting texts for young learners, educators should choose materials that are engaging and appropriately challenging for their age, elicit thoughtful responses, and use language effectively. The texts should include visual elements that help illustrate the story, cover topics relevant to students' lives and experiences, broaden cultural understanding, and teach moral values through relatable stories.
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Choosing Children's Literature
This document discusses various aspects of what makes good children's literature and policies for selecting children's books. It provides perspectives from experts on qualities of effective children's books, tips for choosing books, the importance of classroom libraries and selection policies. It also notes that books like Harry Potter have faced challenges from some groups.
Teaching Children's Literature
This document summarizes readings and research related to teaching children's literature. It discusses how children's literature can be subversive by expressing unconventional views. It emphasizes the importance of free voluntary reading and discusses different pedagogical approaches like teacher-centered and child-centered. It also discusses using literature in other subject areas like math and highlights the benefits of school and library partnerships in empowering learners and increasing student achievement.
Selecting Books for Children
The document discusses factors to consider when selecting books for children. It notes that good book selection requires knowledge of children's needs, interests, and abilities. It also recognizes that children's enjoyment of reading depends on their reading skills, and this age establishes lifelong reading habits. Finally, it states that a book is only good for children if they can read and enjoy it.
Selection Tools for Children's Series
Presentation for Collection Management class on Selection Tools for purchasing children's series fiction. Presented in LIS 748, Spring 2011.
Choosing Children's Literature 2003 version
This document discusses what makes good children's literature through summarizing opinions from various experts and authors. It touches on elements such as engaging language, developmentally appropriate content, stimulating imagination, and being well-written like adult literature. The document also discusses challenges some children's books face and importance of having collection policies to guide selection decisions.
Childrens Responses To Literature
This document discusses how children respond to literature differently based on their age and development. It covers how physical, cognitive, language, moral, and personality development influence the types of stories children are interested in and how they respond. Younger children may act out stories or focus on parts, while older children can summarize, analyze, and discuss preferences. Teachers should understand development theories to best support children's literacy.
Choosing Children's Literature 2007 version
This document discusses what makes good children's literature. It provides perspectives from experts in children's literature on qualities of effective books. Key points include:
- Good children's books engage and hold a child's attention without forcing them to read. They expose children to the pleasures of reading.
- Effective books vary depending on genre but should be clear, engaging, and fit the intended purpose. Stories should sing to kids.
- Qualities of good children's books include stimulating imagination, having appealing language/format, keeping a child's attention, and getting them involved in the story.
- Good young adult books and classics deal honestly with teenage issues but are less complex than famous adult works. Short stories also
Defining and Valuing Children's Literature
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
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Choosing Children's Literature
This document discusses various aspects of what makes good children's literature and policies for selecting children's books. It provides perspectives from experts on qualities of effective children's books, tips for choosing books, the importance of classroom libraries and selection policies. It also notes that books like Harry Potter have faced challenges from some groups.
Teaching Children's Literature
This document summarizes readings and research related to teaching children's literature. It discusses how children's literature can be subversive by expressing unconventional views. It emphasizes the importance of free voluntary reading and discusses different pedagogical approaches like teacher-centered and child-centered. It also discusses using literature in other subject areas like math and highlights the benefits of school and library partnerships in empowering learners and increasing student achievement.
Selecting Books for Children
The document discusses factors to consider when selecting books for children. It notes that good book selection requires knowledge of children's needs, interests, and abilities. It also recognizes that children's enjoyment of reading depends on their reading skills, and this age establishes lifelong reading habits. Finally, it states that a book is only good for children if they can read and enjoy it.
Selection Tools for Children's Series
Presentation for Collection Management class on Selection Tools for purchasing children's series fiction. Presented in LIS 748, Spring 2011.
Choosing Children's Literature 2003 version
This document discusses what makes good children's literature through summarizing opinions from various experts and authors. It touches on elements such as engaging language, developmentally appropriate content, stimulating imagination, and being well-written like adult literature. The document also discusses challenges some children's books face and importance of having collection policies to guide selection decisions.
Childrens Responses To Literature
This document discusses how children respond to literature differently based on their age and development. It covers how physical, cognitive, language, moral, and personality development influence the types of stories children are interested in and how they respond. Younger children may act out stories or focus on parts, while older children can summarize, analyze, and discuss preferences. Teachers should understand development theories to best support children's literacy.
Choosing Children's Literature 2007 version
This document discusses what makes good children's literature. It provides perspectives from experts in children's literature on qualities of effective books. Key points include:
- Good children's books engage and hold a child's attention without forcing them to read. They expose children to the pleasures of reading.
- Effective books vary depending on genre but should be clear, engaging, and fit the intended purpose. Stories should sing to kids.
- Qualities of good children's books include stimulating imagination, having appealing language/format, keeping a child's attention, and getting them involved in the story.
- Good young adult books and classics deal honestly with teenage issues but are less complex than famous adult works. Short stories also
Defining and Valuing Children's Literature
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
Choosing Children's Literature
This document discusses several aspects of selecting children's literature, including:
1) What makes an effective children's book depends on the genre - storybooks should have engaging elements while concept books should clearly convey their topic.
2) A good children's book stimulates imagination, uses enjoyable language, has developmentally appropriate content, and keeps children's attention.
3) When helping children choose books, the "Goldilocks strategy" of having them read a few pages and count unfamiliar words helps determine if a book is at their level.
4) Classroom libraries are important for giving students access and practice with reading, but books may become restricted if only available in one classroom. Tracking collections addresses this issue
Annual assembly
This document provides guidance for book selection committee members. It discusses the author's experience serving on various awards committees and what they have learned. It emphasizes listening to other committee members, as sometimes others know more. The document asks for any questions or concerns and provides resources on literary elements and devices to help in analysis. It discusses setting parameters for selection, determining appropriate audience, managing the reading workload, tracking books, and guidelines for civil discussion.
Choosing Children's Literature 2007
A good children's book engages children's imagination, uses fun language and pictures, and keeps children's attention while involving them in the story. It should be developmentally appropriate and stimulate learning. Classroom libraries are important for children to practice reading, but some argue centralized school libraries are more cost effective. Selection policies help guide book choices and address challenges in a transparent way to avoid censorship accusations.
Q3 personal & academic values of children’s literature
Children's literature provides several personal and academic benefits: it can improve self-esteem by featuring imperfect characters who overcome obstacles; increase awareness of the world by communicating goals and life purposes; and improve cognitive function as reading more leads to better memory and understanding sequences. Additionally, reading to young children is important for educational success and standardized test scores.
Choosing Children's Literature 2003
A good children's book selection policy is important to avoid censorship challenges and provide guidance for librarians. Selection policies outline the goals for a children's collection and procedures for how books will be chosen. They help defend against accusations of bias and provide transparency in decision making. Some key factors that policies address include developmental appropriateness, appeal to readers, and inclusion of diverse perspectives.
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The document discusses the results of a survey of 400 teachers and librarians across Texas about their reading habits and literacy practices. The survey found that most educators read only 1-2 books per month on average. This is concerning given that over 6000 books are published annually for K-12 readers. The document argues that to better support students and be strong literacy role models, educators need professional development to find time to read widely from different genres and formats, stay informed about new literature, and understand students' reading preferences. It provides recommendations for creating a literate school environment where reading is modeled and supported.
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This document summarizes and discusses several studies and research on readers:
- A 1950s study found that kids disliked required classics and preferred books by authors of their own gender.
- Research found that access to real books and viewing reading as pleasure rather than instruction leads to stronger reading skills.
- Studies show that who carries meaning in texts, choice in reading materials, and balanced book collections impact student engagement.
- Additional research highlighted the importance of daily independent reading time, reading accuracy and comprehension, peer discussion of reading, and read alouds for student literacy development.
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This document discusses the development of reading identity and factors that shape readers. It addresses how choice, access, and response influence a reader's identity formation. Childhood experiences, books encountered, discussions with others, and freedom to choose reading materials all contribute to one's reading autobiography and lifelong reading identity. The document also outlines factors like time, role models, access to books, choice, and diversity that impact the development of reading identity.
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This document provides an overview of children's literature. It defines children's literature as imaginative works shaped for children that may provide aesthetic experiences or reconstruct past experiences. While few books were originally made for children, today children's literature reflects children's lives and points of view in a generally optimistic and simplistic manner compared to adult literature. Characteristics include illustrations, repetition, focus on action over subtle psychology, and tendency toward fantasy and education.
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This document provides guidance for teachers on motivating students to read through the TARGET framework: Trust, Access, Response, Guidance, Engagement, and Talk. It discusses establishing trust with recommended authors, providing access to books through various formats and genres, eliciting personal and critical responses, guiding students up the "reading ladder" through scaffolded experiences, engaging students using Cambourne's conditions for learning, and creating opportunities for book talks. Research findings on student motivations are presented, as are strategies like choice, differentiation, and complex yet accessible texts.
Personal value of literature for children
Reading literature provides both personal and academic benefits for children. Personally, literature cultivates children's enjoyment, imagination, knowledge, empathy, cultural identity, moral reasoning, and artistic preferences. Academically, literature improves reading, writing, performance in other subjects like history and science, and art appreciation. It develops important reading skills like phonemic awareness, phonics, comprehension, fluency, and vocabulary. Literature allows children to gain insights into life and understand different perspectives.
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This document provides guidance for teachers to talk to students about their favorite books. It recommends that teachers first share their own favorite book from childhood to build rapport. Teachers should ask students open-ended questions about what they enjoy in their favorite stories and explain how sharing literary preferences is important. The document also offers ideas for incorporating favorite books into the classroom through a library, independent reading time, and activities like silent reading, show and tell, or watching a movie adaptation.
Battle of the Books
The document outlines a "Battle of the Books" program where students will form teams to read award-winning books. Throughout the school year, the librarian will provide opportunities for discussion and tracking reading details. In February, student teams will compete in a battle testing their knowledge of the books. The winning teams will advance through the competition with an overall winner for each grade level. The document also provides timelines, book lists, discussion topics, and accommodation suggestions for the program.
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This document provides an agenda for Day 2 of a Literacy Palooza event. The agenda includes discussing questions from the previous day, using picture books as mentor texts, exploring blackout and highlight poetry, remixing texts, exploring apps for literacy, building professional learning networks via social media, and wrapping up. It also references using picture books at different grade levels, examining nonfiction text structures, sketchnoting, and exploring the use of social media like Twitter, Instagram, and Tumblr for professional development and connecting with others in the literacy field.
Taking C A R E
This document discusses strategies for supporting literacy development using the C.A.R.E. framework: Choice, Access, Response, and Engagement. It emphasizes giving students choice over what they read to cultivate pleasure in reading. It also stresses providing access to books through well-stocked classroom and school libraries. The document discusses different types of responses to reading, from personal to critical. It defines engagement as immersion in reading rather than just skills practice. Overall, the document promotes creating a reading environment that encourages students' literacy development.
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This chapter discusses promoting early literacy through shared reading experiences. It covers selecting quality books, reading to young children with goals of constructing meaning, developing positive attitudes towards reading, and demonstrating proper book use. Techniques for reading aloud like preparation, engagement, and follow up activities are explained. The history of children's literature and developing classroom libraries and centers to encourage independent reading are also addressed.
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This document defines materials in language learning as textbooks, course books, CD-ROMs, DVDs, handouts, charts, and websites that teachers and learners use to teach and learn language. Materials can be informative, instructional, experiential, or exploratory, and commercially produced materials mostly focus on informing learners about language features and guiding practice. The development of materials involves evaluating, adapting, designing, producing, and researching materials to make language learning effective.
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The document provides guidance on selecting texts for instruction based on the Common Core State Standards. It discusses important criteria for choosing rich and worthy texts that are appropriately complex for students. Teachers are encouraged to consider text complexity, range and quality of texts, and how scaffolding can help students engage with challenging material. Universal Design for Learning principles also emphasize providing multiple means of representation, action and expression, and engagement to meet the needs of diverse learners.
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This document discusses several aspects of selecting children's literature, including:
1) What makes an effective children's book depends on the genre - storybooks should have engaging elements while concept books should clearly convey their topic.
2) A good children's book stimulates imagination, uses enjoyable language, has developmentally appropriate content, and keeps children's attention.
3) When helping children choose books, the "Goldilocks strategy" of having them read a few pages and count unfamiliar words helps determine if a book is at their level.
4) Classroom libraries are important for giving students access and practice with reading, but books may become restricted if only available in one classroom. Tracking collections addresses this issue
Annual assembly
This document provides guidance for book selection committee members. It discusses the author's experience serving on various awards committees and what they have learned. It emphasizes listening to other committee members, as sometimes others know more. The document asks for any questions or concerns and provides resources on literary elements and devices to help in analysis. It discusses setting parameters for selection, determining appropriate audience, managing the reading workload, tracking books, and guidelines for civil discussion.
Choosing Children's Literature 2007
A good children's book engages children's imagination, uses fun language and pictures, and keeps children's attention while involving them in the story. It should be developmentally appropriate and stimulate learning. Classroom libraries are important for children to practice reading, but some argue centralized school libraries are more cost effective. Selection policies help guide book choices and address challenges in a transparent way to avoid censorship accusations.
Q3 personal & academic values of children’s literature
Children's literature provides several personal and academic benefits: it can improve self-esteem by featuring imperfect characters who overcome obstacles; increase awareness of the world by communicating goals and life purposes; and improve cognitive function as reading more leads to better memory and understanding sequences. Additionally, reading to young children is important for educational success and standardized test scores.
Choosing Children's Literature 2003
A good children's book selection policy is important to avoid censorship challenges and provide guidance for librarians. Selection policies outline the goals for a children's collection and procedures for how books will be chosen. They help defend against accusations of bias and provide transparency in decision making. Some key factors that policies address include developmental appropriateness, appeal to readers, and inclusion of diverse perspectives.
Keller I S D Presentation November 2015
This document discusses strategies for fostering student reading engagement. It begins by sharing quotes about reading identity and how texts can shape the self. The rest of the document focuses on applying Cambourne's conditions of learning to reading: immersion, demonstration, expectations, responsibility, use, approximation, and response. Specific strategies are provided for each condition, such as providing access to diverse texts, read alouds, choice, feedback, and discussion. The goal is to create lifelong readers by developing reading identity and motivation.
Want to raise readers be literacy models
The document discusses the results of a survey of 400 teachers and librarians across Texas about their reading habits and literacy practices. The survey found that most educators read only 1-2 books per month on average. This is concerning given that over 6000 books are published annually for K-12 readers. The document argues that to better support students and be strong literacy role models, educators need professional development to find time to read widely from different genres and formats, stay informed about new literature, and understand students' reading preferences. It provides recommendations for creating a literate school environment where reading is modeled and supported.
Middle mosaic
This document summarizes and discusses several studies and research on readers:
- A 1950s study found that kids disliked required classics and preferred books by authors of their own gender.
- Research found that access to real books and viewing reading as pleasure rather than instruction leads to stronger reading skills.
- Studies show that who carries meaning in texts, choice in reading materials, and balanced book collections impact student engagement.
- Additional research highlighted the importance of daily independent reading time, reading accuracy and comprehension, peer discussion of reading, and read alouds for student literacy development.
Book Club Ideas and Battle of the Books
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This document discusses the development of reading identity and factors that shape readers. It addresses how choice, access, and response influence a reader's identity formation. Childhood experiences, books encountered, discussions with others, and freedom to choose reading materials all contribute to one's reading autobiography and lifelong reading identity. The document also outlines factors like time, role models, access to books, choice, and diversity that impact the development of reading identity.
Childrens Lit Intro
This document provides an overview of children's literature. It defines children's literature as imaginative works shaped for children that may provide aesthetic experiences or reconstruct past experiences. While few books were originally made for children, today children's literature reflects children's lives and points of view in a generally optimistic and simplistic manner compared to adult literature. Characteristics include illustrations, repetition, focus on action over subtle psychology, and tendency toward fantasy and education.
Target-ing readers
This document provides guidance for teachers on motivating students to read through the TARGET framework: Trust, Access, Response, Guidance, Engagement, and Talk. It discusses establishing trust with recommended authors, providing access to books through various formats and genres, eliciting personal and critical responses, guiding students up the "reading ladder" through scaffolded experiences, engaging students using Cambourne's conditions for learning, and creating opportunities for book talks. Research findings on student motivations are presented, as are strategies like choice, differentiation, and complex yet accessible texts.
Personal value of literature for children
Reading literature provides both personal and academic benefits for children. Personally, literature cultivates children's enjoyment, imagination, knowledge, empathy, cultural identity, moral reasoning, and artistic preferences. Academically, literature improves reading, writing, performance in other subjects like history and science, and art appreciation. It develops important reading skills like phonemic awareness, phonics, comprehension, fluency, and vocabulary. Literature allows children to gain insights into life and understand different perspectives.
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This document provides guidance for teachers to talk to students about their favorite books. It recommends that teachers first share their own favorite book from childhood to build rapport. Teachers should ask students open-ended questions about what they enjoy in their favorite stories and explain how sharing literary preferences is important. The document also offers ideas for incorporating favorite books into the classroom through a library, independent reading time, and activities like silent reading, show and tell, or watching a movie adaptation.
Battle of the Books
The document outlines a "Battle of the Books" program where students will form teams to read award-winning books. Throughout the school year, the librarian will provide opportunities for discussion and tracking reading details. In February, student teams will compete in a battle testing their knowledge of the books. The winning teams will advance through the competition with an overall winner for each grade level. The document also provides timelines, book lists, discussion topics, and accommodation suggestions for the program.
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Taking C A R E
This document discusses strategies for supporting literacy development using the C.A.R.E. framework: Choice, Access, Response, and Engagement. It emphasizes giving students choice over what they read to cultivate pleasure in reading. It also stresses providing access to books through well-stocked classroom and school libraries. The document discusses different types of responses to reading, from personal to critical. It defines engagement as immersion in reading rather than just skills practice. Overall, the document promotes creating a reading environment that encourages students' literacy development.
Chapter 8 Children and Books
This chapter discusses promoting early literacy through shared reading experiences. It covers selecting quality books, reading to young children with goals of constructing meaning, developing positive attitudes towards reading, and demonstrating proper book use. Techniques for reading aloud like preparation, engagement, and follow up activities are explained. The history of children's literature and developing classroom libraries and centers to encourage independent reading are also addressed.
The Schoolwide Enrichment Model Reading for Students
The document discusses the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase student enjoyment of reading and encourage challenging reading. It describes the three phases of SEM-R: Phase 1 focuses on exposing students to interesting books through read-alouds and questions. Phase 2 emphasizes supported independent reading with teacher conferences. Phase 3 allows for student interest and choice through activities like genre studies and literature circles. The overall goal is to develop self-regulated readers who read both inside and outside of class.
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Importance of teaching literature in primary schools .pptx
1. Literature is important in primary school as it develops critical thinking, reasoning, and language skills. Discussing stories helps students analyze characters, events, and themes.
2. Picture books especially help develop visual literacy and creative skills. They improve students' understanding of lines, color, shapes, and design.
3. Studying literature fosters empathy, tolerance, imagination, and social-emotional skills. It helps students understand their own and others' feelings. It also aids personal development.
Importance of teaching literature.pptx
1. Literature is important in primary school as it develops critical thinking, reasoning, and language skills. Discussing stories helps students analyze characters, events, and themes.
2. Picture books especially help develop visual literacy and creative skills. They improve students' understanding of lines, colors, shapes, and design.
3. Studying literature fosters empathy, tolerance, imagination, and social-emotional skills. It helps students understand their own and others' feelings. It also aids personal development.
Importance of teaching literature in primary schools .pptx
1. Literature is important in primary school as it develops critical thinking, analytical, and communication skills. Discussing stories brings out skills like reasoning, characterization, and prediction.
2. Picture books develop visual literacy and creative thinking. Studying literature also encourages empathy, tolerance, imagination, and emotional intelligence.
3. When reading stories, students become emotionally invested in characters, which has positive effects on personal growth and learning. Literature also provides pleasure and relaxation.
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Teaching literacy learners in the
This document discusses strategies for teaching emergent and beginning literacy learners. It emphasizes the importance of creating a print-rich classroom environment and getting to know individual students' interests, abilities, and literacy needs through assessments. The document outlines characteristics of emergent and beginning readers and recommends selecting texts at appropriate levels across genres. Sample lessons targeting vocabulary, comprehension, and writing skills are described. The reflection emphasizes supporting students' language development over time through evidence-based instruction.
Teaching literacy learners in the
The document discusses strategies for teaching emergent and beginning literacy learners. It emphasizes the importance of creating a print-rich environment, getting to know individual students' interests and abilities through assessments, and selecting appropriate texts. Emergent learners are just learning concepts of print and letter naming, while beginning learners are beginning phonics and can use previously taught strategies. Lessons should incorporate the five pillars of reading instruction, engage students, and include writing. Both emergent and beginning readers need support from knowledgeable teachers to develop into proficient readers.
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This document discusses teaching writing genres with authentic purposes and audiences. It argues that teaching genres in this way motivates and engages students by empowering them to read and write for real reasons. It provides examples of teaching different genres like narratives, biographies, procedures, and persuasives with authentic purposes, such as creating books for younger students or writing how-to manuals for the community. The document emphasizes that students will produce higher quality writing when they know a real audience will read their work beyond just the teacher.
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The Framework of Literacy Instruction is a guide of how to choose text and instructional strategies which can support learners in a literacy environment.
Effective readers are dependent upon effective literacy programs
Teachers should assess their learners and establish a program which speaks to the students interests, identities, concerns, and strengths/weaknesses.
Students should be given an environment which is conducive to learning how to effectively read and write.
Students should be given the opportunity to connect with the text through cultural identity, interest, and critical analysis
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• Use Simple and Clear Language: Avoid complex vocabulary and convoluted sentence structures. Opt for straightforward and concise explanations to ensure comprehension.
• Develop Incorporate Visuals and Gestures: Children often respond well to visual stimuli. Utilize pictures, drawings, and gestures to enhance understanding and maintain their interest.
• Be Patient and Encouraging: Children may struggle to articulate their thoughts or express themselves effectively. Offer encouragement, praise their efforts, and provide ample opportunities for them to communicate.
Engaging with Adolescents and Teenagers
• Adolescence marks a period of significant linguistic development, characterized by a desire for independence and identity formation. When communicating with adolescents and teenagers:
• Respect Their Perspective: Acknowledge their evolving sense of self and autonomy. Listen actively, validate their experiences, and refrain from dismissing their opinions.
• Be Authentic and Relatable: Avoid adopting a patronizing tone or speaking down to them. Instead, strive to engage in authentic conversations that resonate with their interests and experiences.
• Address Issues of Relevance: Adolescents are often grappling with complex social, emotional, and academic challenges. Address topics that are relevant to their lives, offering guidance and support where needed.
Interacting with Adults
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• Adapt to Cultural Norms: Be mindful of cultural differences in communication styles, and social etiquette.
Back to school presentation 1
This document outlines an innovative approach to teaching history that moves away from memorization and repetition. The goals are to involve students, relate historical content to the philosophy of history, use primary sources, and reinforce lessons with multimedia. Students will develop an understanding of how individuals and societies change over time through diverse forces and the ability to analyze information, write persuasively, and conduct independent research. Podcasts, microlectures, and historical scene investigation lessons will bring concepts to life for students and parents.
Eng-412-Presentation.ppt
This document discusses current trends in teaching literature and approaches to improving student interest. It notes a loss of interest in studying literature among secondary students due to laziness, a shift to electronic chatting, and competing media. The value of literature is described, including developing various senses and exposing students to human experiences and judgment. Factors hindering the study of literature include laziness, competing media like social media, and ineffective teaching methods. The document recommends using themes, styles, group work, integrating literature with language teaching, and active learning methods like discussions, projects and dramatization to make literature classes more engaging.
Definition of literature and strategies in teaching literature
Definitions of Literature based on various sources and varied strategies on how to teach literature among students effectively.
Anansi and turtle
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Similar to Week 4 selection criteria of texts for young (20)
Importance of teaching literature in primary schools
Importance of teaching literature in primary schools
Importance of teaching literature in primary schools .pptx
Importance of teaching literature in primary schools .pptx
Importance of teaching literature in primary schools .pptx
Importance of teaching literature in primary schools .pptx
Fostering interest in literacy The Framework of Reading Literacy
Fostering interest in literacy The Framework of Reading Literacy
Adapting Language for Different Age Groups and Cultural Contexts.pptx
Adapting Language for Different Age Groups and Cultural Contexts.pptx
Definition of literature and strategies in teaching literature
Definition of literature and strategies in teaching literature
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Week 4 selection criteria of texts for young
- 1. Week 4 Selection criteria of texts for young learners
- 2. Language level and potential • Provide motivating and challenging experience suitable for the learner’s age • Elicit personal, thoughtful critical responses • Use language effectively and responsibly, and use language that is essential to the work
- 3. Visual features • Pictures which portray the plots of the story • Enable the children to understand the story
- 4. Interest • Include prose and poetry that deal with issues and ideas related to children’s experiences and their evolving understanding of themselves and the world, texts that they perceive as relevant to their own lives.
- 5. Cultural content/ suitability • Broaden students’ understanding of social, historical, geographical and cultural diversity • Develop sensitivity to and an understanding that reflects individual differences such as age, gender, ethnicity, religion, disability, class and political/ social values
- 6. Moral values • At the end of the story, students will be able to relate the moral values that they learn from the story.