Chapter 04
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Transcript of Chapter 04
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Chapter 4Literature
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Standards
• Revised National Council of Teachers of English Standards
• State standards for language and literacy
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Defining Children’s Literature and Literacy Development
• The use of books is multifaceted, not just for reading
• The experience of literature always involves both the book and the reader
• Use of principles to support children’s literacy– Scaffolding can include shared, guided, and
independent work
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Purposes and Values of Children’s Books
• Children’s books:– Help children associate that which is new with
that which is already known– Give children a greater understanding of the
world– Make children excited to know more– Foster enjoyment, imagination, curiosity– Help children develop necessary language
and literacy skills
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Types and Genres of Books for Children
Alphabet booksBeginning-to-read booksBig booksBoard booksConcept booksCounting booksFolk literatureInformational booksInteraction booksMother Goose and nursery rhymes
Multicultural booksPicture books or picture story booksPoetryPredictable booksRealistic literatureReference booksSeries booksTeacher- and child-made booksWordless picture books
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Children’s Book Awards
• Caldecott• Newbery• Hans Christian Anderson• International Reading Association• Coretta Scott King• National Jewish Book Award• Catholic Book Award
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Some Criteria for Selection of Books for Young Children
• Select books for enjoyment• Durability• Format• Length• Appeal • Align with children’s experiences• Offer variety of writing styles and illustrations• Books that involve children’s senses
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Additional Criteria
• When selecting multicultural literature• When selecting books that feature children
with identified needs (RIF)
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Recommended Books Based on Age and DAP
• Infants• Toddlers• Three-, four-, and five-year olds• Six-, seven-, and eight-year olds
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Thematic Selection of Books
• Theme based on children’s interests• Choose books that are age and
developmentally appropriate• Books should expand the theme• Books with similar characteristics
– Can focus on a single item– Can represent the work of a particular genre,
author, and/or illustrator
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Integrating Literature into Other Curriculum Areas
• Reading aloud• Using informational books• Using drama and art• Encouraging child-dictated writing• Taught around a theme• Can focus on a content area• Put literature around the room
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Encouraging Children to Become Authors and
Illustrators• Understanding that looking at both words
and illustrations demands a higher cognitive functioning
• Children need many opportunities to be illustrators
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Author and Illustrator Activities
• Artwork• Book covers• Child-dictated text• Photographs• Binding• Book buddies• Book partners
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Storytelling
• Value of storytelling • Respects the oral tradition• Impact of books, print media, radio, TV,
and computers• Helps children make sense of their world• Encourage children to be storytellers
– Simple plots– Small number of characters
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Storytelling Techniques
• Vary speech patterns—tone, pitch, rhythm• Drama
– Props– Puppets– Toys– Songs– Flannelboard pictures– Finger plays– Drawings of stories
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Poetry
• Read poetry to children often• Use snack time as a “poetry break time”• Act out a poem• Draw an illustration for a poem• Include poetry in group time• Pick a theme and
– Make an illustrated booklet– Create an exhibit of poems– Create a “poetry line”
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Family/School Connection
• Reading to their child should be a part of every day
• Set up a parent-lending library• Read more than books• Encourage parents to limit television time• Have families read books in their first
language
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Tips for Teachers
• Opportunities for reading must be available frequently, not just at circle time
• Advice for reading out loud• Word walls• Guidance guidelines• Activity worksheets