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Book a flight. 1. Developing literacy 2. Appreciating language 3. Appreciating artistry 4. Stimulating imagination 5. Acquiring information 6. Helping.

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Presentation on theme: "Book a flight. 1. Developing literacy 2. Appreciating language 3. Appreciating artistry 4. Stimulating imagination 5. Acquiring information 6. Helping."— Presentation transcript:

1 Book a flight

2 1. Developing literacy 2. Appreciating language 3. Appreciating artistry 4. Stimulating imagination 5. Acquiring information 6. Helping with problems 7. Developing humor 8. Providing nurturing 9. Occupying free time 10. Increasing attentiveness 11. Sparking interests 12. Integrating curriculum

3 Realistic fiction Fantasy Non-fiction Poetry Humor Folktale Bibliotherapy Wordless Participation

4 Less didactic Less focused on isolated academics More content appropriate More aware of diversity/less prejudiced and stereotyped More willing to tackle difficult issues

5 Is the content appropriate? Are the concepts appropriate? Is the language appropriate? Is the length appropriate? Will the book hold children’s attention? Is the book purposeful and valuable? Is the book clear and understandable? Is the book creative? Is the book enjoyable? Is the book honest, factually and emotionally? Is the book accurate? Is the book free of bias? Can a child identify with the characters and situations? Are the illustrations helpful and pleasing? Do the illustrations go with the text well? Is the text clear? Is there resolution? Is the book well constructed?

6 Proper display shelf Books well treated Enough books for all children but not too many Books on display Books rotated for variety and theme Some books kept for comfort and rereading Cozy, undistracted corner or area Displays of posters, jackets, props Accessories: flannel board, puppets, cassette books/headphones For older preschoolers and kindergartners: table, paper and pencils, word processor

7 1. Pronounce and enunciate properly 2. Read with feeling, changing volume, tempo, mood and voices 3. Hold book so children can see the pictures early 4. Rotate showing of pictures and vary rotation 5. Ask open ended questions and elicit involvement 6. Position children so all can see 7. Use teachable moments 8. Understand purpose of the book 9. Be prepared to change words or shorten book as appropriate 10. Know your group’s capabilities and interests

8 Provides individual attention Offers nurturing and calms children Addresses needs and interests Develops individual literacy Helps connect a child to others Can be a reasonable reward where rewards are appropriate

9 Background Hans Christian Anderson cut out silhouettes Chinese story tellers cast shadows on the ground Puppetry was used in India 4000 years ago Armed services used flannelboard to plot military strategy Rationale Make some books more concrete Help children focus Allow for more child interactivity Children growing up very visual Create possibilities for follow up activities

10 Board Easy to make: sturdy cardboard or wood: flannel or felt slightly larger, stretch out and staple flannel pillowcase: sturdy cardboard inside, slipstitch; washable Can also be commercially purchased Manipulatives Can be made out of: flannel, felt, sandpaper, pellon cotton, steel wool, yarn, string, velour, light sponges, corduroy, pipe cleaners, balsa wood, light carpet pieces, cellophane, etc. can be used with them Can also be commercially purchased for well known stories Keep files of different stories and concepts Use also with songs, discussions, concept games Let children use them creatively; let older children make them Should be read left to right, up to down

11 Particularly familiar Not used enough these days: can be used for problem solving, feelings and history as well Materials paper bags, socks, gloves, milk cartons, thimbles crafted from felt, papier mache, styrofoam, paper plates Can be child-made, teacher-made or purchased (Issue of whether teacher-made is artistically influential) Use as characters in stories (with different voices or by children) as narrator as people in conflict or to meet as ways for children to express themselves safely Let children interact with them first Children should use them and make them creatively and personally

12 Props Audio-visual aids Drama Music Follow up activities

13 Passed down within and across cultures Folktales : stories of common people of a particular culture Fairytales : stories of magic Fables : short stories with morals Legends : stories that may or may not be true about heroic or larger than life historical figures Myths: fictional stories usually about supernatural events or figures Parable: fable that uses people rather than animals or inanimate objects for the moral lesson Allegory: story that symbolizes something else; figurative representation of another subject Many stories have been told in very similar or in somewhat different ways in different cultures: Cinderella The Gingerbread Man Bible and Creation stories

14 The use of books for healing. The concept goes back to the ancient Greeks: Libraries bore inscriptions: “The Healing Place of the Soul;” “The Medicine Chest for the Soul” Supportive or vicarious or preparatory way to help children deal with their issues. Should have a collection at the ready for: Decision about whether to use with individual or with group Death Separation/divorce Illness/hospitalization Separation anxiety Parent away Fears/nightmares Anger Depression Sibling rivalry Toilet training Adoption Abuse Bullying Feeling alone or different Moving Being in a new environment Making friends Prejudice Special needs Growing up

15 Historical movement from etiquette books to those of societal issues Dr. Seuss social conscience period (“The Lorax”) Death “The Dead Bird”; “The Tenth Good Thing About Barney”; “The Fall of Freddie the Leaf”; “Remember the Secret” War Previous books on violence (“Ferdinand”)… “World War Won” ; “The Butter Battle Book” Prejudice “The Sneetches”; “People”; “We’re Different, We’re the Same”; “Free to Be You and Me” Homophobia “Daddy’s Roommate”; “Hannah Has Two Mommies” Poverty “The Berenstain Bears Think of Those in Need”; “The Teddy Bear” HIV/AIDS …

16 Article in Saturday Review in 1965 by Nancy Larrick: “The All-White World of Children’s Books” Began a change: Ezra Jack Keats, “The Snowy Day,” “Whistle for Willie,” “Peter’s Chair,” “Pet Show,” “My Dog is Lost,” “A Letter to Amy” Books with African American and Hispanic characters. Keats was Jewish. A foundation bears his name. (mention letter he once received regarding “The Snowy Day”) Much of the good literature on African Americans had been passed down through oral tradition The book “Black is Beautiful” in late ‘60’s was an important book in changing perceptions; also “Africa Dream” In 1970’s portrayals of Native Americans in children’s literature began changing also (“Small Wolf”) Took even longer with Asian Americans, where once there were very few, mostly folk tales and in Chinese Similarly, until 1970’s and still, most books on Hispanics emphasized poverty and generalized stereotypes Few books on Arab Americans; most depictions based on fables and fairy tales Books on Jews usually by Jews and about traditions Stereotypes about girls/women Portrayal in fairy tales: usually blonde, definitely fair skinned, slim even the illustrator of “The Egyptian Cinderella” fell into this “Mommies Can Do Anything” and some books with girls as protagonists started changing perceptions of females Portrayal of boys/men started changing in 1970’s, too. “William’s Doll”; men more involved and competent Also books that naturally incorporate children with disabilities, in addition to educating about them

17 1. Check the illustrations 2. Check the story line 3. Look at the lifestyles 4. Weigh the relationships between people 5. Note the heroes 6. Consider the effects on a child’s self-image 7. Consider the author’s or illustrator’s background 8. Check out the author’s perspective 9. Watch for loaded words 10. Look at the copyright date

18 Can introduce, enrich or expand on a theme Provide “social arbitrary knowledge” (2nd hand concrete experience) Should be a variety of books on display or available for each theme Trips to library to select books with children (social studies) There are books that specifically support different curriculum areas Cooking – “Stone Soup” “Chicken Soup with Rice” “Rain Makes Applesauce” “Cloudy with a Chance of Meatballs” “Blueberries for Sal” “Potato Pancakes All Around” “The Funny Little Woman” “Strega Nona” Science - “The Carrot Seed” “The Lorax” “A Trip to the Museum” “The Very Hungry Caterpillar” “What’s Inside?” Math – “Green Eyes” “Millions of Cats” “The Doorbell Rang”

19 “The Giving Tree” “Horton Hatches the Egg” “The Lorax” “Love You Forever” “Alexander and the Terrible, Horrible, No Good, Very Bad Day” “Where the Wild Things Are” “Corduroy” “Africa Dream” “The Story of Ferdinand” “Knots on a Counting Rope” “Harold and the Purple Crayon” “Abuela” “Swimmy” “Goodnight Moon”

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