-Bringing Children and Literature Together-
Core books-collection of books that forms the nucleus of school reading program at each grade level; usually selected by a curriculum committee.
Literature-based reading program- Reading program based on instructional practices and student activities using literature, books, novels, short stories, magazines, plays and poems that have not been rewritten for instructional purposes.
Literature circles- Discussion or study group based on a collaborative strategy involving self-selection of books for reading; each group consists of students who independently selected the same book.
Reading workshop- Method, introduced by Nancie Artwell, for integration of language arts around literature through an organizational framework that allows readers to demonstrate reading strategies by responding to books and sharing meaning with their peers.
Read-response theory- focuses on the reader (or “audience”) and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work.
-Concepts from Chapter-
“Literature based classrooms create a community of readers.”
Designing a classroom library-
- Should be highly visible; this communicates that it is an important part of the classroom.
- Clear boundaries should set the library area apart from the rest of the classroom
- The library is a quiet place for five or six children to read away from the rest of the classroom.
- It should comfortable searing , perhaps carpet pieces, beanbags, or special chairs.
- include multiple copies of favorite books.
Determining good literature-
- The collection needs to contain modern, realistic literature as well as more traditional literature.
- the collection needs to contain books that realistically present different ethnic and minority groups and non traditional families as well as mainstream Americans
- The collection needs to contain books with different types of themes and books of carrying difficulty
- The collection needs to include nonfiction.
Helping students choose just right books-
- Have it be enjoyably and from which they can personally gain important information
- Let them choose
- Teacher tells exciting anecdotes about authors, provides previews of interesting stories, shoes videos about stories, suggest titles of stories that match student’s interests.
How to choose classroom literature-
- Read and enjoy children’s books yourself
- Read children’s books with a sense of involvement
- Read a variety of book types
- Read books for a wide variety of ability levels
- Share how your students respond to particular books with other teachers or other university students
- Start with reading several good books of good quality
How to hook students on books (Spark their interest)-
- Mini lessons
- Status-of-the-class report
- Sustained Silent Reading
- Individual Reading conferences
- Group sharing time
- Engaging in free response
Listening to literature- Through hearing stories and poems, students develop a positive disposition toward books. Cumulative experiences with hearing stories and poems are likely to improve reading comprehension and vocabulary development. Listening to stories and poems can also provide a basis for group discussion. Conclude that being read aloud to help students develop literacy and language skills and interests in reading, and provides opportunities for social interactions.
Selecting Multicultural Literature-
- Cultural accuracy
- Richness of cultural details
- Authentic dialogue and relationships
- In-depth treatment of cultural issues
- Inclusion of members of a minority group for a purpose.
Responses to literature-
Roles in literature circles-
- Develop a aesthetically pleasing, unique, culturally rich classroom library. Search for books on sale throughout everyday life.
- Have children bring a book for show and tell. If they don’t have a book, let them choose one of yours to use.