I believe that this is one of the most important chapters that I have read thus far. Evaluating and selecting literature is an important part of a teacher's responsibility to his or her students. So many books were important to me as a child, and the books that I hold most dear were recommended by teachers.
As I read through the subsections on developing conflict, I was surprised that I immediately thought of books that I've read that fit each of the criteria. It's amazing that you realize so much more about a piece of literature when you put it in the correct context. Some books, like "Catcher in the Rye" I associated with persona against society and person against self, but was happy that I was easily able to recognize conflict development in many of the books that I've read.
Setting was another element discussed in the chapter. I was happy to see one of my favorites, "Number the Stars" recognized in this category. Lois Lowry definitely had a knack for taking you to the exact place and time in which the story takes place. The vivid descriptions of Copenhagen, and the protagonist's dangerous adventure are still clear in my mind today -- much in part because of the vivid realism of details the author offered up in describing the various settings of the novel.
Perhaps the most applicable of all the information in the chapter, however, was the section on how to choose the right book for a child. As I have said before, in my personal experience, the right book at the right time can motivate, inspire, befriend, and bring joy to a child. It can help them cope. It can empathize with them. It can take them to a different world, where there is someone, somewhere who knows the exact trials and tribulations that they are enduring -- and make them laugh and cry and become frustrated and happy and excited while doing it!
Also, in the same area, the book gave very specific examples of types of questions that you can ask children after reading to them to encourage interest and participation in the book. There were several helpful tips to help a teacher extract more information about the book from students, rather that a regurgitated summation of the storyline.
Finally, I would like to mention the web on the final page of the chapter. I've actually read Catherine Called Birdy, and being able to put elements of the book into such specific categorizations, helps me, as a future teacher, to be able to break down story elements for students (and myself!). The visual representation is just what I needed to put all of the elements of this chapter into a usable format.
This book, once again, has proven to be an invaluable tool for teaching literature to children. I had no idea how much was involved in those special selections that teachers made for me, and by Chapter three, am sure that this book will prove to be an excellent tool when I get the opportunity to have my own classroom and share the same joy that books have brought to my life.
Once again this was a great chapter. I think it is so important for educators to have a vast knowledge of the types of literature and how to evaluate books. The Evaluation Criteria boxes were great for starter questions and for looking at a book in various ways.
The most important thing I think is that finding the right book can do so much for a child. For the child who has not discovered a love for reading, finding the right book could make that happen. For the child that struggles with reading, finding the book that is at the right level can make them feel proud. And for the child that wants to escape into another world, the right book can let them do that. Teaching is to know your individual students, and finding the right books is vital to reaching each one. Teaching children to know how to pick good books, modeling inferencing for them, and involving them in various aspects of books it essential.
I found the section of the chapter on multicultural literature interesting. We all know that the diversity within classrooms in growing and we have to be aware of how to teach to all people, using literature that focuses on people of color, on religious cultures, on the disabled, and on the aged. There is no “norm” anymore and we all need to be represented in the literature of the classroom. Our classrooms are made up of individuals with a multitude of differences in a variety of areas; from economic background, race, religious backgrounds, family structures, and others. The literature we choose must reflect and represent all of the children within the class.
I like how the chapter uses specific books to show specific characteristics. I have read some of the books mentioned (I need to read the rest) and I like how it shows what the textbook is saying. It is helpful to have the examples and the ways in which to use the books for different age groups. I really see in every chapter of this textbook, that I have a lot of reading to do! I have read some, but I want to read more every time I come across a suggested title and how to use it in the classroom.
Christine Hall and Martin Coles’ list of findings on page 101 is interesting. I like this section of the chapter that discusses children’s reviews and their vast interests in genres. Children can say what they like and why, and we can learn from their opinions. I also like how Babbitt refers to “message books” as broccoli and television as mashed potatoes. Another great chapter.
I also liked the section of the chapter on muliticultual books, and it brought up an interesting question for me... I am reading "Roll of Thunder, Hear my Cry" for my Newberry book, and I wondered, if you read books in that vein (Jim Crow era/Post Civil War), how do you address the racial slurs in the book. I don't think I would feel comfortable using them in front of students, but they are printed in the book and indicative of the dialogue at the time. If you have suggestions, I love to hear them. My mother said she tells the class the term beforehand, explains that we are to never use it, explains why it was said, and then uses a euphemism like "the n-word", etc. while reading. As in the case of Roll of the Thunder, the kids are so sympathetic with the poor treatment of the character, they learn a good lesson about not using hate speech... So, I'm just curious if that method is standard.
Annie I think it depends on who your audience is..if it's K then no! If they are 5th graders maybe 4th yes! Your mothers advice was the best advice and then explain to your students also that you will not tolerate hearing them call each other those deragatory names either. That is a great piece of literature by the way. Elijah of Buxton by Christopher Paul Curtis is also a wonderful book to read also.
This chapter focused on a very important feature of being a classroom teacher and that is the process of evaluating and then selecting appropriate literature for children. This encompasses all areas of a child's development from books that socially and culturally appropriate to books that can help a child academically and cognitively. One area that an educator wants to be aware of is that any book they choose represents an accurate portrayal of an individual and not a stereotype. The USA is a diverse country and most schools are diverse or increasingly becoming diverse so an educator would not want a book that shows caricatures and not true, authentic characters. This applies from racial stereotyping to sexist portrayal of women and men. Blacks should not be shown as speaking slang, dancining, and rapping, Latinos should not be portrayed as non English speaking, low skilled, illegal immigrants, men should not all be shown as being aggressive, and women should not be shown as being overly submissive. Instead a book should show that everyone is diverse and brings their unique personality to the forefront.
Children must learn to identify the sequence of a story and the plot of a story whether it is person against society, person against person against nature, person against self, or all the above. Some specific plots are more appropriate for certain age groups such as person against person is generally easy for all age groups to understand while the more complex person against self or society plots tend to be more suitable for older children.
Characterization is another important feature since reading can give students insight they may not otherwise receive it is important that they "meet" and read about characters that are like them and different from them. They can see how a character responded to a situation that may or may not be similar to one they have experienced and this requires consistent characterization. Depending on the age and circumstance of the character can help a teacher decide what age group it is more appropriate for.
Setting is also important since students can perceive a lot from a story by its setting such as expecting something bad to happen in a setting that is dark and spooky or expecting a light mood in a setting that is sunny and bright. Students need to understand that the setting can play a complex role in the story.
Theme is also very important and a teacher wants to be sure to choose books where students can easily identify them. Also, students need to be exposed to a variety of storytelling styles so as to know which one appeals to them the most and to be able to comprehend a diverse number of styles.
All of this requires that a teacher chooses books that are not just accessible for their students but that their students are able to read and understand. Numerous activities can be implemented if the correct book is chosen for a particular student. They can learn to identify characters and characteristics, the role of the setting, figurative language, the implications of certain actions, how people of different time periods responded to various challenges, life long lessons that they can remember, and more. This chapter helps a teacher in setting criteria for appropriate literature.
There are 2 points that remain with me after reading this chapter and that is the importance of selecting literature that is relevant to the students' reading level and knowledge and then involving students in their reading. Students need books that they can read, understand, comprehend, and learn from. Then they need books that can involve them. Books such as Little House in the Big Woods involves students in the plot since Laura is afraid of wolves (we all have fears), jealous of her older sister (we have all felt jealousy), uses onomatopoeia, has events sequenced, and has many themes about disobedience and cooperating. Books that can do the teaching as a resource as valuable for a teacher to select and use.
On the issue of choosing books that can inspire students and introduce them to situations they may face or already be facing as well as helping them to empathize makes me think of the book Globlins in the Castle by Bruce Coville. Students identified with William, a lonely boy, who befriends strange, disfigured man. The theme? We can become friend with people who are not like us and many people are lonely. They release the globlins who were said to be bad creatures only to find out that it was not that way at all. The theme? Never judge others until you get to know them. The old wizard that wanted the globlins gone because they were so noisy ends up disappearing himself. The theme? We must learn to accept or at least tolerate others.
My kids love the book above not just because they were automatically involved in a plot where they could identify with the situations and the characters but because the lessons it brought out were relevant to their lives and in many ways our own. It is truly amazing the positive impact a book can have on others.
was great to review all of the literary elements, I think that is something that gets looked over too easily and isn't taught enough to students. I feel that it is important for children to understand these elements so they can understand the books the read. Picking books for a class as a whole I believe would be very hard because every student reads at a different level but i feel that any student can enjoy reading as long as they have a book that suits them. i think this had great material that i will use in the future.
In response to Nicole I was also shocked to find out that the average number of books read was so low. I know me and my daughter read 3 or 4 books a day. It is our bonding time and very important to both of us. i believe that alot of parents feel they don't have time anymore to sit down and read with their child anymore but i feel a child's education is the most important.
This chapter seems to be an important chapter. Though I don't feel equipt enough to evaluate a good children's book after reading it. I think that it made some very useful points. I might have an idea now in what to look for.
In the chapter Jean Karl (1987) says, "there are ideas that go beyond the plot of a novel or picture book story or the basic theme of a nonfiction book, nut they are presented subyly and gently" in true literature. These are the types of ideas that I get lost on. I read a story to read a story. The hidden meanings, or messages always get lost when it comes to my understanding. I hope through studying the chapters I will improve in this skill.
According to the chapter, the plot is the part of the story a child remembers. I guess I have about the same mentallity of a child, because I only remember the polt when I read a story. I hope to look more in depth into the stories I read throughout the semester. It can only help me in the pursuit of an education degree.
Gregg, I agree in the fact that you need to pick a book that inspires your students, my concern is that I don't have a love for literature. I feel that this flaw may hand cuff me in my ability to choose such books
When discussing all of the parts of a story and what makes it a GOOD story, I often overlook many things. Like others, I read a book simply to have a good story. I rarely pick up a book because it has a central theme or a lesson. Of course I pay attention to the plot - that is the entire story and point of reading! I do notice, too, that when I read to my kids, i've found myself really starting to look at what kind of stories we have. I try to make lessons out of them, to relate them to their lives somehow so that they can understand not only that you can get enjoyment from a book that you can relate to, but also the fact that people are generally the same and go through a lot of the same things. I am trying very hard to get my kids to read for pleasure instead of homework and haven't quite found a way to do that yet. I truly hope that someday they will have a love of book like their mommy and daddy.
This chapter opened my eyes to how I pick books for my own children. I thought about our own home library and what is available to my children. My children are 10,7,5,and 4. We are stocked up on books for ages 2 to 7. I need to take my daughters, who are 10 and 7, to the bookstore and update our library. This chapter has given me insight onto what I need to be looking for. I will look for books that my girls can relate to. The books need to entertain them as well as allowing them to relate to the characters. This is one reason why my 7 year old loves Junie B Jones. The books suggested throughout the chapter I have made notes of. Especially the list of the books that shaped the 20th century on page 77.
I also have used the web to help my children understand how it all webs together to make a great story. We use it when my kids want to journal a story. They get their ideas before they write.
12 comments:
I believe that this is one of the most important chapters that I have read thus far. Evaluating and selecting literature is an important part of a teacher's responsibility to his or her students. So many books were important to me as a child, and the books that I hold most dear were recommended by teachers.
As I read through the subsections on developing conflict, I was surprised that I immediately thought of books that I've read that fit each of the criteria. It's amazing that you realize so much more about a piece of literature when you put it in the correct context. Some books, like "Catcher in the Rye" I associated with persona against society and person against self, but was happy that I was easily able to recognize conflict development in many of the books that I've read.
Setting was another element discussed in the chapter. I was happy to see one of my favorites, "Number the Stars" recognized in this category. Lois Lowry definitely had a knack for taking you to the exact place and time in which the story takes place. The vivid descriptions of Copenhagen, and the protagonist's dangerous adventure are still clear in my mind today -- much in part because of the vivid realism of details the author offered up in describing the various settings of the novel.
Perhaps the most applicable of all the information in the chapter, however, was the section on how to choose the right book for a child. As I have said before, in my personal experience, the right book at the right time can motivate, inspire, befriend, and bring joy to a child. It can help them cope. It can empathize with them. It can take them to a different world, where there is someone, somewhere who knows the exact trials and tribulations that they are enduring -- and make them laugh and cry and become frustrated and happy and excited while doing it!
Also, in the same area, the book gave very specific examples of types of questions that you can ask children after reading to them to encourage interest and participation in the book. There were several helpful tips to help a teacher extract more information about the book from students, rather that a regurgitated summation of the storyline.
Finally, I would like to mention the web on the final page of the chapter. I've actually read Catherine Called Birdy, and being able to put elements of the book into such specific categorizations, helps me, as a future teacher, to be able to break down story elements for students (and myself!). The visual representation is just what I needed to put all of the elements of this chapter into a usable format.
This book, once again, has proven to be an invaluable tool for teaching literature to children. I had no idea how much was involved in those special selections that teachers made for me, and by Chapter three, am sure that this book will prove to be an excellent tool when I get the opportunity to have my own classroom and share the same joy that books have brought to my life.
Once again this was a great chapter. I think it is so important for educators to have a vast knowledge of the types of literature and how to evaluate books. The Evaluation Criteria boxes were great for starter questions and for looking at a book in various ways.
The most important thing I think is that finding the right book can do so much for a child. For the child who has not discovered a love for reading, finding the right book could make that happen. For the child that struggles with reading, finding the book that is at the right level can make them feel proud. And for the child that wants to escape into another world, the right book can let them do that. Teaching is to know your individual students, and finding the right books is vital to reaching each one. Teaching children to know how to pick good books, modeling inferencing for them, and involving them in various aspects of books it essential.
I found the section of the chapter on multicultural literature interesting. We all know that the diversity within classrooms in growing and we have to be aware of how to teach to all people, using literature that focuses on people of color, on religious cultures, on the disabled, and on the aged. There is no “norm” anymore and we all need to be represented in the literature of the classroom. Our classrooms are made up of individuals with a multitude of differences in a variety of areas; from economic background, race, religious backgrounds, family structures, and others. The literature we choose must reflect and represent all of the children within the class.
I like how the chapter uses specific books to show specific characteristics. I have read some of the books mentioned (I need to read the rest) and I like how it shows what the textbook is saying. It is helpful to have the examples and the ways in which to use the books for different age groups. I really see in every chapter of this textbook, that I have a lot of reading to do! I have read some, but I want to read more every time I come across a suggested title and how to use it in the classroom.
Christine Hall and Martin Coles’ list of findings on page 101 is interesting. I like this section of the chapter that discusses children’s reviews and their vast interests in genres. Children can say what they like and why, and we can learn from their opinions. I also like how Babbitt refers to “message books” as broccoli and television as mashed potatoes.
Another great chapter.
I also liked the section of the chapter on muliticultual books, and it brought up an interesting question for me... I am reading "Roll of Thunder, Hear my Cry" for my Newberry book, and I wondered, if you read books in that vein (Jim Crow era/Post Civil War), how do you address the racial slurs in the book. I don't think I would feel comfortable using them in front of students, but they are printed in the book and indicative of the dialogue at the time. If you have suggestions, I love to hear them. My mother said she tells the class the term beforehand, explains that we are to never use it, explains why it was said, and then uses a euphemism like "the n-word", etc. while reading. As in the case of Roll of the Thunder, the kids are so sympathetic with the poor treatment of the character, they learn a good lesson about not using hate speech... So, I'm just curious if that method is standard.
Annie I think it depends on who your audience is..if it's K then no! If they are 5th graders maybe 4th yes! Your mothers advice was the best advice and then explain to your students also that you will not tolerate hearing them call each other those deragatory names either. That is a great piece of literature by the way. Elijah of Buxton by Christopher Paul Curtis is also a wonderful book to read also.
This chapter focused on a very important feature of being a classroom teacher and that is the process of evaluating and then selecting appropriate literature for children. This encompasses all areas of a child's development from books that socially and culturally appropriate to books that can help a child academically and cognitively. One area that an educator wants to be aware of is that any book they choose represents an accurate portrayal of an individual and not a stereotype. The USA is a diverse country and most schools are diverse or increasingly becoming diverse so an educator would not want a book that shows caricatures and not true, authentic characters. This applies from racial stereotyping to sexist portrayal of women and men. Blacks should not be shown as speaking slang, dancining, and rapping, Latinos should not be portrayed as non English speaking, low skilled, illegal immigrants, men should not all be shown as being aggressive, and women should not be shown as being overly submissive. Instead a book should show that everyone is diverse and brings their unique personality to the forefront.
Children must learn to identify the sequence of a story and the plot of a story whether it is person against society, person against person against nature, person against self, or all the above. Some specific plots are more appropriate for certain age groups such as person against person is generally easy for all age groups to understand while the more complex person against self or society plots tend to be more suitable for older children.
Characterization is another important feature since reading can give students insight they may not otherwise receive it is important that they "meet" and read about characters that are like them and different from them. They can see how a character responded to a situation that may or may not be similar to one they have experienced and this requires consistent characterization. Depending on the age and circumstance of the character can help a teacher decide what age group it is more appropriate for.
Setting is also important since students can perceive a lot from a story by its setting such as expecting something bad to happen in a setting that is dark and spooky or expecting a light mood in a setting that is sunny and bright. Students need to understand that the setting can play a complex role in the story.
Theme is also very important and a teacher wants to be sure to choose books where students can easily identify them. Also, students need to be exposed to a variety of storytelling styles so as to know which one appeals to them the most and to be able to comprehend a diverse number of styles.
All of this requires that a teacher chooses books that are not just accessible for their students but that their students are able to read and understand. Numerous activities can be implemented if the correct book is chosen for a particular student. They can learn to identify characters and characteristics, the role of the setting, figurative language, the implications of certain actions, how people of different time periods responded to various challenges, life long lessons that they can remember, and more. This chapter helps a teacher in setting criteria for appropriate literature.
There are 2 points that remain with me after reading this chapter and that is the importance of selecting literature that is relevant to the students' reading level and knowledge and then involving students in their reading. Students need books that they can read, understand, comprehend, and learn from. Then they need books that can involve them. Books such as Little House in the Big Woods involves students in the plot since Laura is afraid of wolves (we all have fears), jealous of her older sister (we have all felt jealousy), uses onomatopoeia, has events sequenced, and has many themes about disobedience and cooperating. Books that can do the teaching as a resource as valuable for a teacher to select and use.
Anniem,
On the issue of choosing books that can inspire students and introduce them to situations they may face or already be facing as well as helping them to empathize makes me think of the book Globlins in the Castle by Bruce Coville. Students identified with William, a lonely boy, who befriends strange, disfigured man. The theme? We can become friend with people who are not like us and many people are lonely. They release the globlins who were said to be bad creatures only to find out that it was not that way at all. The theme? Never judge others until you get to know them. The old wizard that wanted the globlins gone because they were so noisy ends up disappearing himself. The theme? We must learn to accept or at least tolerate others.
My kids love the book above not just because they were automatically involved in a plot where they could identify with the situations and the characters but because the lessons it brought out were relevant to their lives and in many ways our own. It is truly amazing the positive impact a book can have on others.
was great to review all of the literary elements, I think that is something that gets looked over too easily and isn't taught enough to students. I feel that it is important for children to understand these elements so they can understand the books the read. Picking books for a class as a whole I believe would be very hard because every student reads at a different level but i feel that any student can enjoy reading as long as they have a book that suits them. i think this had great material that i will use in the future.
In response to Nicole
I was also shocked to find out that the average number of books read was so low. I know me and my daughter read 3 or 4 books a day. It is our bonding time and very important to both of us. i believe that alot of parents feel they don't have time anymore to sit down and read with their child anymore but i feel a child's education is the most important.
This chapter seems to be an important chapter. Though I don't feel equipt enough to evaluate a good children's book after reading it. I think that it made some very useful points. I might have an idea now in what to look for.
In the chapter Jean Karl (1987) says, "there are ideas that go beyond the plot of a novel or picture book story or the basic theme of a nonfiction book, nut they are presented subyly and gently" in true literature. These are the types of ideas that I get lost on. I read a story to read a story. The hidden meanings, or messages always get lost when it comes to my understanding. I hope through studying the chapters I will improve in this skill.
According to the chapter, the plot is the part of the story a child remembers. I guess I have about the same mentallity of a child, because I only remember the polt when I read a story. I hope to look more in depth into the stories I read throughout the semester. It can only help me in the pursuit of an education degree.
Gregg, I agree in the fact that you need to pick a book that inspires your students, my concern is that I don't have a love for literature. I feel that this flaw may hand cuff me in my ability to choose such books
When discussing all of the parts of a story and what makes it a GOOD story, I often overlook many things. Like others, I read a book simply to have a good story. I rarely pick up a book because it has a central theme or a lesson. Of course I pay attention to the plot - that is the entire story and point of reading!
I do notice, too, that when I read to my kids, i've found myself really starting to look at what kind of stories we have. I try to make lessons out of them, to relate them to their lives somehow so that they can understand not only that you can get enjoyment from a book that you can relate to, but also the fact that people are generally the same and go through a lot of the same things. I am trying very hard to get my kids to read for pleasure instead of homework and haven't quite found a way to do that yet. I truly hope that someday they will have a love of book like their mommy and daddy.
This chapter opened my eyes to how I pick books for my own children. I thought about our own home library and what is available to my children. My children are 10,7,5,and 4. We are stocked up on books for ages 2 to 7. I need to take my daughters, who are 10 and 7, to the bookstore and update our library. This chapter has given me insight onto what I need to be looking for. I will look for books that my girls can relate to. The books need to entertain them as well as allowing them to relate to the characters. This is one reason why my 7 year old loves Junie B Jones. The books suggested throughout the chapter I have made notes of. Especially the list of the books that shaped the 20th century on page 77.
Annie,
I also have used the web to help my children understand how it all webs together to make a great story. We use it when my kids want to journal a story. They get their ideas before they write.
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