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Copyright 2016 Wadsworth Cengage Learning.
Chapter 8 Children and Books Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Copyright 2016 Wadsworth Cengage Learning.
Chapter Highlights A. History of Children’s Books B. Book Quality C. Reading Books to Young Children D. Book Selection Criteria E. Kinds of Books F. Selection of Read-Alouds 1. Culturally conscious 2. Bibliothrapy G. Read-Aloud Skills and Tips 1. Building comprehension 2. Rereadings 3. After-reading discussions Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Chapter Highlights (cont.)
H. Dramatizing Books I. Library and Other Resources J. Teacher and Child Authors K. Classroom Book Centers Read-Aloud Teacher Skills A. Introduces and Provides an Overview 1. prepares to explain new concepts and key words 2. may promote predictions B. Discusses physical book features Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Chapter Highlights (cont.)
C. Presents and Holds Attention 1. engages using strategies 2. observes and adapts techniques D. Asks ‘Thinking’ Questions E. Stresses Vocabulary 1. discusses relationships F. Recaps with Children 1. reviews and relives story elements G. Transitions to Planned Follow-up Activities Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Chapter Highlights (cont.)
Types of Read-Aloud Questions A. Predicting and Inferring B. Opinions C. Vocabulary Questions D. Relating to Children’s Experiences E. Factual Checking Questions F. Comprehension Questions G. Relationship Questions Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Copyright 2016 Wadsworth Cengage Learning.
Objectives In this chapter, we will investigate: Three goals for reading books to young children The criteria for book selection Suggested techniques for reading a book to a group of children Designing a classroom library center Quality book features Multicultural and multiethnic book use Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Books Are Important to Children
A good-quality program for young children Seeing, touching, interacting with books Builds language development with book The teacher may be the only connection between a child and a book. Teachers promote thinking skills with books. Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Age and Book Experiences
Book selections Give careful consideration Age-appropriate Younger than 3 years (some older) Enjoy physical closeness, visual changes of illustrations 4 years Content, characterization, fantasy, realism, human emotion, nonfiction Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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History of Children’s Literature (1 of 3)
Children’s books Prior to mid-18th century Aimed to improve moral and spiritual natures Folk tales Human experiences Storytellers Reduce anxieties, fire imagination 15th century: hand-copied (English) Aesop’s Fables-Caxton,1484 Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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History of Children’s Literature (2 of 3)
Books based on deep conviction Bunyan, 1686 Intent on saving children’s souls Chapbooks (paper booklets) England, after 1641 Written to entertain and instruct Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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History of Children’s Literature (3 of 3)
First publishers Children’s books, England John Newbery and Thomas Boreman America in its earliest days Reading considered unimportant for children in an agricultural-based society Beginnings of industrialization (1800s) leads to a need for a literate workforce Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Copyright 2016 Wadsworth Cengage Learning.
Picture Books (1 of 2) 19th century: some books are artistic Randolph Caldecott, Maurice Boutet de Monvel, Kate Greenway A.B. Frost E. Boyd Smith Wanda Gag Ludwig Bemelmans Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Copyright 2016 Wadsworth Cengage Learning.
Picture Books (2 of 2) 1950s U.S. increased demand for nonfiction picture books Nancy Larrick Awareness, lack of African-Americans in story lines, illustrations Addressed reality Daily lives of children Creative technology Computerized Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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What to Look for in Quality Books
Character development Color Aesthetic appeal Hope Cultural insight Other features List on page 220 Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Other Features to Consider
Select books that: Promote children’s phonological awareness Are award-winning Example: Caldecott Medal, Newberry Medal Provide illustrations that promote literacy Define format Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Reading Books to Young Children (1 of 3)
Teacher presentation very important Primary goal Constructing meaning that develops the interactive process between adult and child Developing children’s positive attitudes toward the activity Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Reading Books to Young Children (2 of 3)
Secondary Goal To demonstrate that books: Can be fun and interesting, loaded with lots of information Can be enjoyed alone or with others Helping children to value themselves Providing awareness of cultural diversity Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Reading Books to Young Children (3 of 3)
Tertiary Goal To demonstrate that books Are used to present knowledge Acquaints children with new words, ideas, facts, feeling, and happening Child’s comprehension must be a concern Teach children to use and care for books Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Copyright 2016 Wadsworth Cengage Learning.
Book Selection Select books of quality to meet objectives. Be sensitive to all children. Age-appropriate books Select a variety of books Refer to pages for other ideas. Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Encourage Imitative Reading
Read to children daily Repeated reading of favorites Relive parts of story Expect creative deviation from the storyline Recognize imitative reading as early literacy behavior Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Literature for Conflict Resolution
Select stories to address and define problems Use text and illustrations to help children Visualize Build empathy Resolve conflict in stories Give examples of peacemaking Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Multicultural and Multi-ethnic Book
Multicultural children’s literature Depicts any distinct cultural group through accurate portrayal and rich detail Offers opportunities to recognize similarities, value differences, and respect common humanity Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Reading Books to Young Children (1 of 2)
Teacher must Carefully plan and evaluate techniques Enjoy reading to children Strive to make the book’s contents relevant to each child Use steps 1-7 outlined on page 237 Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Reading Books to Young Children (2 of 2)
Additional strategies Be sure that every child can see the book. Watch for distractions. Have other alternatives for uninterested children. Use visuals during story times. Have after-reading discussions. Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Promoting the Use of Books (1 of 2)
Dramatizing favorite stories and books Using as the basis for theme instruction Using literature-based curriculum Using book to make flannel board activities Making child- and teacher-authored books Making book areas and centers Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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Promoting the Use of Books (2 of 2)
Resources for Finding Reading Materials Favorite Children’s Books Family Influences on Reading-Like Behaviors Copyright 2016 Wadsworth Cengage Learning. All Rights Reserved.
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