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Dr. Kristen Pennycuff Trent
Books to Begin On Dr. Kristen Pennycuff Trent
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Books to Begin On Developing Initial Literacy Babies’ First Books
Toy Books Finger Plays and Nursery Songs Nursery Rhymes ABC Books Counting Books Concept Books Wordless Picture Books Books About Common Experiences Books for the Beginning Reader
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Developing Initial Literacy
Reading Aloud Emotional bonds Cognitive development Oral language development Pleasure
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Babies’ First Books Relate to familiar life experiences
Identify and name objects Be sturdy and well constructed Use clear, natural language Be predictable Provide humor Show clear, uncluttered illustrations with no distracting backgrounds Offer opportunities for interaction
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Toy Books Board Books Pop-Up Books Flap Books Cloth Books
Plastic Books
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Toy Books Built in participation and interaction
Cut out and lift the flap books Where’s Spot? Pat the Bunny The Very Hungry Caterpillar Cock-A-Moo-Moo
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Finger Plays and Nursery Songs
Finger plays encourage participation Eensy, Weensy Spider Five Little Monkeys Where is Thumbkin? Collected by Freidrich Froebel, father of kindergarten movement, in Germany
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Finger Plays and Nursery Songs
Nursery songs encourage response to singing and music Going on a Bear Hunt Wheel on the Bus I Know an Old Lady Old McDonald
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Mother Goose Books Earliest literature enjoyed by many young children
Appealing characteristics Rhythm Rhyme Repetition of sounds Humor Hyperbole (use of exaggeration for effect)
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Mother Goose Books Links word play and nursery rhymes to phonemic awareness Contributes to emergent literacy development Opportunities for active participation and response Reflects interests of children
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Mother Goose Books Collections Books that Illustrate One Rhyme
Kate Greenaway’s Mother Goose Rosemary Well’s Here Comes Mother Goose Tomie de Paola’s Mother Goose Books that Illustrate One Rhyme Over the Moon Mary Had A Little Lamb Nursery Rhymes in Other Lands Tortillas Para Mama
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Alphabet Books Used to identify familiar objects as well as letters and sounds Word-picture format Simple narrative Riddle or puzzles Topical themes
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Alphabet Books Appropriate for children of all ages Z was Zapped
Alphabet City The Graphic Alphabet Book Icky Bug Alphabet Book Tomorrow’s Alphabet D is for Duck
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Counting Books Used for educational purposes to develop mathematical concepts One-to-one correspondence Big Fat Hen Other simple math concepts Ten Black Dots Number stories and puzzles The Doorbell Rang
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Counting Books Ten, Nine, Eight Look Whooo’s Counting Cookie Count
Oreo Counting Book Cheerios Counting Book Count on Me 29 Letters and 99 Cents
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Concept Books Stimulate cognitive development
Help teach concepts about spatial relationships, patterns, visual discrimination, etc. First non-fiction books Major Authors Tana Hoban Lois Elhert Donald Crews
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Concept Books A Busy Year Mouse Paint Good Morning, Good Night
More, Fewer, Less We’re Going On a Bear Hunt
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Wordless Picture Books
Illustrations tell the whole story without words Encourages Language development Vocabulary Oral discussion Storytelling
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Wordless Picture Books
Alexandra Day: Carl series Pat Hutchins: Rosie’s Walk Tomie de Paola: Pancakes for Breakfast Peter Spier: Noah’s Ark Raymond Briggs: The Snowman David Weisner: Tuesday
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Books About Common Experiences
No, David! When Sophie Gets Angry In the Rain with Baby Duck The Runaway Bunny Goodnight Moon Jesse Bear, What Will You Wear Owl Babies
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Books for the Beginning Reader
Predictable Books In the Tall, Tall Grass Barnyard Banter Brown Bear, Brown Bear Today is Monday Chicken Soup with Rice Napping House Shoes from Grandpa
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Books for the Beginning Reader
Controlled Vocabulary Books New genre started by Dr. Suess in 1957 Created The Cat in the Hat from 220 Dolch sight words Little Bear series Frog and Toad series
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Controlled Vocabulary Books
Caution: Dull plots Flat characters Unnatural language patterns Look For: Natural language Creative plots Real child appeal Good artwork
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Big Books Provide format for all to see and interact
Balance teacher and class created big books with commercially made materials See “Creating Big Books with Emergent Readers” page 158
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Dr. Kristen R. Pennycuff kpennycuff@tntech.edu
Literature Circles Dr. Kristen R. Pennycuff
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What are literature circles?
Defined as a strategy, an approach, and a method of teaching literature.
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What are literature circles?
Small groups of students who read the same book and gather together to discuss their reading. The purpose is to have students respond to, discuss, and think about real literature.
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What are literature circles?
“…small, temporary discussion groups who have chosen to read the same story... The circles have regular meetings, with discussion roles rotating each session. When the finish a book, the circle members plan a way to share highlights of their reading with the wider community.” (Daniels, 1994)
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Who can use literature circles?
Absolutely anyone Independent use best for 2nd and 3rd grade K and 1st with teacher assistance and scaffolding
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Why should we use literature circles?
Allows students “to practice authentic reading behaviors” and sparks student interest through peer enthusiasm. Hollingsworth, 1998
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Why should we use literature circles?
Invites students to actively participate in sharing their ideas and building meaning from what they read. Daniels, 1994
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Why should we use literature circles?
Dramatically changes students’ attitudes towards books and reading Engages reluctant readers and helps them feel more confident Samway, Whang, Cade, et.al, 1991, 1996
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Why should we use literature circles?
Increases talk about books both in and out of the classroom Helps students understand themselves and others through personal connections made with characters and study themes. Samway, Whang, Cade, et.al, 1991, 1996
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Why should we use literature circles?
Allows all students to succeed regardless of reading levels or ability. Utilizes cooperative learning strategies and social cooperative learning skills. Encourages students to be positive members of a literacy community. Capitalizes on how students personally respond to literature. Encourages multiple readings of the text. Moen, 2000
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Use of literature circles increases
Number of books read by children The time children spend reading on a daily basis Student interest in reading Student awareness of reading strategies Student selection of high quality children’s literature The amount of time spent on task during the reading block Completion rate of class work Enthusiasm for learning
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What are the students doing in literature circles?
Circle Supervisor Guides group discussion Story Summarizer Summarizes daily reading and reports to group Question Creator Creates and answers questions Imaginative Illustrator Visualizes and illustrates scene from reading and shares with group Word Watcher Identifies and defines crucial vocabulary Bridge Builder Makes connections between events and text, self, world
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What are the students doing in literature circles?
Character Sketcher Describes characters Scene Setter Describes and draws scenes Dialogue Describer Discusses important dialogue Have-in-Common Connector Discovers what group members have in common with characters and events Plot Person Promotes understanding of events in the story Wordsmith Discusses important, unusual, or unfamiliar words Decision Director Looks at the decisions of the main character
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Why use role sheets? Serves as a guide for discussion
Assesses student understanding of literature Helps students develop and use reading strategies Encourages students to respond to and interact with literature
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How do you get started? Talk to students about how literature circles work. Explain roles and role sheets, schedule, assessment, books, and book selection
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How do you get started? Determine who will select the literature
Teacher Student Text sets with self selection Same author, theme, etc…
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How do you get started? Choosing literature
Quality, authentic literature Personal preference Appropriate for reading levels Book talks and student selection Approximately 60 seconds Student rankings
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How do you get started? Acquiring book sets Scout your school
Search local bookstores Look for garage and yard sales Join school book clubs Apply for grant Ask parents to help
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How do you get started? Group selection 4 to 6 students best
Based on interest, not reading level
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How do you teach students the “how to’s”?
Explain and model forms Role forms Model and teach one role at a time Begin with a familiar text Think alouds Overhead
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How do you teach students the “how to’s”?
Allot time for group meetings Do what works best for you and your students No set limits Different expectations for K-1 and 2-3
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How do you teach students the “how to’s”?
K and 1 Approximately 30 minutes 15 minutes teacher or students read book Big Book with little books 5-10 minutes small group discussion 5-10 minutes whole group discussion Grades 2 and 3 Generally about 60 minutes 35 minutes independent reading/role completion 20 minutes circle discussion 10 minutes whole class discussion
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How do you teach students the “how to’s”?
Choose group meeting spaces Private spaces around room One or two groups meet during centers Blankets on floor to designate space Use halls and open spaces
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How do you teach students the “how to’s”?
Organize groups and role forms Students keep forms and books Organization chart Role nametags or hats Circle Supervisor **Critical to rotate roles**
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How do you teach students the “how to’s”?
Remember that redirection will be needed as students learn Re-explain Role play
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How do you assess literature circles?
Observations Anecdotal notes Conferences Portfolios Projects Self assessment Group assessment Circle Star
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How do you assess literature circles?
Productivity 40% Quantity of reading Preparation for discussion Contributions to group Teacher observation Daily role sheets
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How do you assess literature circles?
Growth 40% Variety of books, authors, genres Explanations and interpretations Use of input from peers & teacher Application of skills in other reading Response expressed in projects Role sheets, conferences, observation, artifacts
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How do you assess literature circles?
Quality of Reading 20% Difficulty of texts read Level of thinking shown Leadership in discussions Sophistication of projects Observation, portfolios, artifacts, conferences
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How do you adapt for all reading levels?
Simplify forms “Buddy Read” Different roles more suitable Literature circles inherently support struggling readers.
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How do you start non-fiction literature circles?
Start with biographies Whole class reading of core book or basal story Explicit instruction on biographies Student choose own biographies Individually or in groups
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How do you start non-fiction literature circles?
Create new roles Fantastic Fact Finder Timeline Traveler Vital Statistics Collector Keep old roles Imaginative Illustrator Word Watcher Bridge Builder Circle Supervisor Story Summarizer Question Creator
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How do you start non-fiction literature circles?
Add more non-fiction Narrative non-fiction Companion sets Incorporate other strategies VIP Two column notes Say Something
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Does it work? “Lit circles are really fun! Lit circles are very neat. They are very, very, very awesome. Lit circles are very complicated though. First you pick a book. Then you decide where to read up to. Next you read up to that page and you discuss the part that you read. Do that three times and then you do an awesome project then present it to the class. Like I told you lit circles are very fun. You should try a lit circle today. Trust me.” (Student response from Daniels, 1994)
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Does it work? “This structure allowed me the freedom to turn ownership over to the students. Students gained greater insight by sharing literature instead of reading in isolation. Students who never participated before during whole class discuss found a voice.” (Sandy, a 4th grade teacher in Daniels, 1999)
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Resources Classroom Literature Circles by Elizabeth Aguerre
Literature Circle Role Sheets by Christine Moen Literature Circles by Harvey Daniels
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Evaluating and Selecting Children’s Literature
Dr. Kristen Pennycuff Trent
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Objectives of the Literature Program
Entertainment Literary Heritage Identification of Formal Elements Understanding of Self and Others Critical Analysis
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Standards for Evaluating Books
“There are ideas that go beyond the plot of a novel or picture book story or the basic theme of a non-fiction book, but they are presented subtly and gently; good books do not preach; their ideas are wound into the substance of the book and are clearly a part of the book itself.” Jean Karl, 1987
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Standards for Evaluating Books
Literary Questions How effective is the development of literary elements? Artistic Questions How effective are the illustrations and the illustrator’s techniques? Pragmatic Questions How accurate and logical is the material?
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Standards for Evaluating Books
Philosophical Questions Will this book enrich a reader’s life? Personal Questions Does this book appeal to me?
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Standards for Evaluating Books Three Categories of Book Reviews
Descriptive Factual information about the story and illustrations Analytical Discuss, compare, and evaluate literary elements, the illustrations, and other books Sociological Social context of the book , characterizations of groups, stereotypes, possible controversy, popularity
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Award Winners Caldecott Newbery
19th century illustrator, Randolph Caldecott Illustrator of the best picture book Newbery 18th century bookseller, John Newbery Author of the best children’s novel
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Award Winners Hans Christian Anderson
Highest international recognition Author and illustrator lasting contributions Children’s Choice/ Teachers’ Choice International Reading Association 10,000 children/teachers vote for favorite books
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Literary Elements (Story Grammars)
Plot sequence of action Conflict Dilemma characters face Man vs. man (Peter Rabbit) Man vs. nature (Julie of the Wolves) Man vs. self (Hatchet) Man vs. society (Blubber)
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Literary Elements (Story Grammars)
Resolution Ending to story conflict Setting Location in time and place Moods Antagonist Historical background Symbolism
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Literary Elements (Story Grammars)
Characterization People in the story Strengths/weaknesses Physical appearance Conversations Thoughts Perception of other characters Actions “Books should treat all characters as individuals.”
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Literary Elements (Story Grammars)
Theme Underlying idea that ties the plot, characters, and setting together into a meaningful whole Changes in character Nature of conflict Personal development
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Literary Elements (Story Grammars)
Style Word selection and arrangement To create characters, plot, and settings To create theme Point of View Perspective of characters First person “I” Third person “he, she, they” Omniscient “all knowing”
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Literary Elements (Story Grammars)
Stereotypes Inadequate representation of minority groups or females Insensitive or demeaning Over generalization Common in copyright dates prior to 1970
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The Right Book for the Right Child
Accessibility Home, school, community Readability Rule of Thumb Interest Motivation
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Children as Ultimate Critics
Is this a good story? Is the story something I think could really happen? Did the main character overcome the problem, but not too easily? Did the climax seem natural? Did the characters seem real? Did the characters grow in the story? Did the characters have both strengths and weaknesses? Did the setting present what is actually known about this time or place? Did the characters fit into the setting? Did I feel that I was really in that time and place? What did the author want to tell me in the story? Was the theme worthwhile? When I read the book aloud, did the characters sound like real people talking? Did the rest of the language seem natural? Norton page 99
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Your Turn Using your easy books, perform the Children As Ultimate Critics analysis then share with your group.
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