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Chapter 4 Literature Each story changes with the voice that tells it, each picture with the eyes that see it. (Thomas, 1998). ©2012 Cengage Learning. All Rights Reserved.
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Overview - Revised National Council of Teachers of English Standards
Children’s literature is a wondrous and exciting part of early education Integrate each of the content areas with literature Standards - Revised National Council of Teachers of English Standards Literacy demands of the 21st century have implications for how teachers plan, support, and assess student learning ©2012 Cengage Learning. All Rights Reserved.
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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 Visual literacy skills Use of principles to support children’s literacy Scaffolding can include shared, guided, and independent work ©2012 Cengage Learning. All Rights Reserved.
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Purposes and Values of 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 Provide many other values [See textbook] ©2012 Cengage Learning. All Rights Reserved.
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Types and Genres of Books for Children
Alphabet books Beginning-to-read books Big books Board books Concept books Counting books Folk literature Informational books Interaction books Mother Goose and nursery rhymes Multicultural books Picture books or picture story books Poetry Predictable books Realistic literature Reference books Series books Teacher- and child-made books Wordless picture books ©2012 Cengage Learning. All Rights Reserved.
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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 Theodor Seuss Geisel Award ©2012 Cengage Learning. All Rights Reserved.
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Some Criteria for Selection of Books for Young Children
Select books for enjoyment Durability Format Length Offer variety of writing styles and illustrations Appeal Align with children’s experiences Books that involve children’s senses Read several books on the same topic Books that will expand vocabulary ©2012 Cengage Learning. All Rights Reserved.
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Additional Criteria A wide variety of multicultural/anti-bias books
- Books with well-developed characters - Books that challenge unfairness and prejudice - illustrations free from stereotyping - Accuracy in stories Reading Is Fundamental (RIF) organization (2009) guidelines in the selection of books that include children with special needs ©2012 Cengage Learning. All Rights Reserved.
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Recommended Books Based on Age and DAP
Books are particularly important story tools for introducing children to the power, pleasure, rhythm, and richness of language in print and pictures Recommendations of techniques and specific books: - Infants - Toddlers - Three-, four-, and five-year olds - Six-, seven-, and eight-year olds ©2012 Cengage Learning. All Rights Reserved.
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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 ©2012 Cengage Learning. All Rights Reserved.
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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 Reproductions and retellings Put literature around the room ©2012 Cengage Learning. All Rights Reserved.
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Technology and the Literacy Curriculum
Primary-age children need to utilize digital and media technology Digital story - Mixes still images (photos or artwork), voice narration, and music - Requires computer, digital camera, scanner, printer, and software - All aspects must be developmentally appropriate Teachers need experience in technology before embarking on this type of literacy learning ©2012 Cengage Learning. All Rights Reserved.
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Encouraging Children to Become Authors and Illustrators
Values of books authored by children or their teachers Understanding that looking at both words and illustrations demands a higher cognitive functioning Children need many opportunities to be illustrators Family involvement in children’s learning is also important in promoting children’s love of literature ©2012 Cengage Learning. All Rights Reserved.
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Author and Illustrator Activities
Classroom books-contributions from each child “Book buddies” or “book partners” Artwork Book covers Child-dictated text Photographs Binding ©2012 Cengage Learning. All Rights Reserved.
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Storytelling Techniques
Oral tradition Vary speech patterns—tone, pitch, rhythm Select stories with simple plots and small numbers of characters Drama Props Puppets Toys Songs Flannelboard pictures Finger plays Drawings of stories ©2012 Cengage Learning. All Rights Reserved.
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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” ©2012 Cengage Learning. All Rights Reserved.
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Family/School Connection
Reading to their child should be a part of every day Suggestions on how families can involve children with books [See text for all suggestions] - Set up a parent-lending library - Read more than books - Encourage parents to limit television time - Have families read books in their first language ©2012 Cengage Learning. All Rights Reserved.
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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 for story time Activity worksheets ©2012 Cengage Learning. All Rights Reserved.
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