BY: HOLLY HAYNES Children's Literature Final December 11,

Genre Nonfiction: Describes books of information and facts Informational: Books that are nonfiction and present current and accurate knowledge about something found in our universe Biographies

Three factors that explain the negative responses to nonfiction: Informational books traditionally are not used for pleasure reading Childrens visits to the informational section of the library often are unrewarding Informational books have a reputation for being boring.

Orbis Pictus Award for Outstanding Nonfiction for Children is awarded based on four criteria: Accuracy Facts presented must be current and complete Organization Ideas should be presented in a clear sequence and in an understandable and appropriate fashion Design Attractive, with illustrations that complement the text. Style Writing should be interesting and stimulating

A trade book can: reveal the point of view of the author more directly focus on an individual or a topic with a sharper light present specialized information that often gives readers a fuller understanding

Characteristics of a Critical Reader Able to evaluate new information in light of what they already know. Able to compare many sources instead of accepting only one point of view Able to make judgments about what they read Able to discriminate fact from opinion

Six reasons to use informational text 1. Provides the key to success in later schooling 2. Prepares students to handle real-life reading 3. Appeals to readers' preferences 4. Addresses students' questions and interests 5. Builds knowledge of the natural and social world 6. Boosts vocabulary and other kinds of literacy knowledge

Organizational Structures of Nonfiction Sequenced Information is presented in a particular order Enumerative A main idea is presented and subtitles follow Compare-Contrast Information is put side by side to examine it for similarities and differences Chronological Used to denote the passage of time

Organizational Structures of Nonfiction Cause-Effect Shows how one things has an effect or influence on something else Question-And-Answer Consists of questions and responses to questions about a particular topic Narrative Story or fictional elements are woven with factual information

Effective teachers of literacy… Read to the whole class several times a day. Use guided reading, shared reading, and choral reading with oversize books. Discuss story patterns, word choice, illustration style, authors, and illustrators. Realize that reading literature helps children learn to like to read; children then read more, and in the process, become better readers and better language users. Realize that books support all curriculum areas. Link curriculum areas by teaching reading and writing in conjunction with a topic in a particular area.

Ways to explore literature Read alouds Retell stories and poems Create a picture story Talk about books Recast old tales. List the basic elements of an old tale and ask your students to write their own stories using the same elements in a modern setting. Dramatize scenes…role-play characters

Reasons for Reading Aloud Introduces new vocabulary Displays interesting sentence patterns Presents a variety of forms of language Show various styles of written language Develops a sense of story, poetry, or exposition Motivates children to read more

Tips for Reading Aloud Read the book ahead of time; be familiar with it. Give a brief description of the book or character. Begin reading aloud slowly; quicken the pace as listeners are draw into the book. Look up from the book frequently to maintain eye contact. Interpret dialogue meaningfully Read entire book, if possible, or read a chapter or more per day to sustain meaning.

Intertextual Connections thematic connections across stories, similarities in plot structures and characterization, and distinctive styles in text and illustration Ex. The Relatives Came

Activities to Help Children Connect with Books Orally sharing Storytelling by children Choral Speaking Drama Discussion Writing Art

Spaces for Reading Aloud A supportive, intimate, and emotionally rich space A space for play, pleasure, and spontaneity A space for imagining, speculating, critiquing, and reflecting A space for creating an interpretative community A space for responding to art in the broad sense of the term

Three Models of Literature Based Instruction 1. Using Literature with Emergent and Beginning Readers 2. Using Literature to Integrate the Curriculum 3. Literature Study with Primary Grade Readers

References Galda, L., Cullinan, B.E., & Sipe, L.R. (2010). Literature and the Child (7 th ed.). Belmont, CA: Wadworth/Thomson Learning