1. English, Literacies and Policy Contexts A
Week 7
Mt Helen

2. Children’s Literature
In our readings and lectures to date we have explored the development of:
oral language, including relevant skills and teaching methods.
reading and the associated skills and teaching methods.
writing and the associated skills and teaching methods.
We have related these areas to current curriculum and policies (English) and explored the influence of varying theories on literacy teaching.
Today our focus is on how we can encourage children to develop a love of literature. This includes the impact picture story books can have on children’s literacy learning, but most of all how they can provide a foundation for enjoying the reading process.

3. Children’s Literature
Can you recall being ‘read to’ as a child? Who read to you and when did they read? Do you remember any specific book/s that were special for you? Was there anything notable that you can recall?

4. Why read aloud to children?
Why do we read to children?
Who can read to them?
When should you read?
What types of books should you read?
How do you read to children?
What are you seeing and hearing in the schools you are placed in?

5. Children’s Literature
Mem Fox expresses some concern that an over zealous emphasis on phonics can create little ‘code breakers’ that can read but who never engage in the richness of literature. Readers whose main emphasis is on ‘words’ can miss out on the flow, the rhythm and the depth of comprehension that goes with reading. She promotes the use of quality picture story books as a means of not only developing a love of reading but also developing reading competence. She also strongly advocates the importance of reading aloud to children.

6. Children’s Literature
Reading aloud is an art form in which the eyes and voice play important parts. (Mem Fox, Reading Magic, 2001). Mem Fox’s Website is packed with valuable information on reading aloud and includes some interesting articles specifically for teachers (eg The Folly of Jolly Old Phonics, Like mud not fireworks). There is also a link to a tutorial on reading aloud.

7. Picture Story Books
What makes a ‘good’ picture story book? Task (groups of 4): Present your picture story book to the group. Read it aloud, displaying the pictures as you would to a child or group of children. After each reading, use Hill’s (2012)checklist for evaluating picture books (p.115 Figure 5.5). Discuss and make notes about the book. Then also discuss who this book would be suited to and how you as a teacher could use it with a class or group of students.

8. Children’s Literature
Task: With a partner discuss and list features to consider when selecting books for young children (5-8 years of age).
Compare your lists with another group and discuss any differences and similarities you have.
List books that you can recall as favourites from your childhood or books that your children/siblings etc love. What elements can you identify in these?

9. Children’s Literature
Task: With a partner select and read a picture story book/s. Discuss what you like and dislike about the book/s. Discuss who you think would enjoy the book/s. Try and devise a fun activity that relates to the book/s.