Chapter 4Literature

Standards

• Revised National Council of Teachers of English Standards

• State standards for language and literacy

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

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

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

Children’s Book Awards

• Caldecott• Newbery• Hans Christian Anderson• International Reading Association• Coretta Scott King• National Jewish Book Award• Catholic Book Award

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

Additional Criteria

• When selecting multicultural literature• When selecting books that feature children

with identified needs (RIF)

Recommended Books Based on Age and DAP

• Infants• Toddlers• Three-, four-, and five-year olds• Six-, seven-, and eight-year olds

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

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

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

Author and Illustrator Activities

• Artwork• Book covers• Child-dictated text• Photographs• Binding• Book buddies• Book partners

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

Storytelling Techniques

• Vary speech patterns—tone, pitch, rhythm• Drama

– Props– Puppets– Toys– Songs– Flannelboard pictures– Finger plays– Drawings of stories

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”

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

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