(See related pages)
In the sections of this chapter you will do the following:
|
|
|
| PURPOSES OF THE LITERATURE PROGRAM Find the purposes of the literature program. |
|
|
|
Determine which should be the major purpose of the literature program in the elementary school. |
|
|
|
Find some ways children can link literature to their own lives. |
|
|
|
Determine the place of knowledge about literature in the whole of the elementary school literature program. |
|
|
|
Find the authors' views on how children should learn about (a) various types and genres of literature, (b) the elements of literature, (c) the classics, (d) authors and illustrators. |
|
|
|
| LITERATURE-BASED PROGRAMS Find some reasons for the growth of literature-based reading programs in recent years. |
|
|
|
Learn some of the differences between a basal and a literature-based program. |
|
|
|
| COMPONENTS OF A LITERATURE PROGRAM Identify the most important aspect of the classroom environment. |
|
|
|
Read about the makeup of the classroom book collection. |
|
|
|
Read suggestions for developing a classroom reading center. |
|
|
|
| SHARING LITERATURE WITH CHILDREN Find the values of reading to children. |
|
|
|
Note the caution about reading books at too advanced a level. |
|
|
|
Find procedures and techniques for reading aloud to a class of children. |
|
|
|
Note techniques for storytelling, for using feltboard stories, and for giving a booktalk. |
|
|
|
| PROVIDING TIME TO READ AND DISCUSS BOOKS Find the basis on which the authors build their case for giving more school time to reading books of children's choices. |
|
|
|
Read about the meaning and some problems of sustained silent reading. |
|
|
|
Find ways children can talk informally about books. |
|
|
|
Learn guidelines for a structured discussion of books. |
|
|
|
| WRITING ABOUT CHILDREN’S BOOKS Learn ways in which children can keep track of their written responses to books. |
|
|
|
Note several ways in which books support children's writing. |
|
|
|
| EXPLORING LITERATURE THROUGH ART AND MEDIA Identify several materials children could use while exploring collage. |
|
|
|
Learn media forms that can be successfully explored by children. |
|
|
|
Learn the values of children working on murals, constructing displays, dioramas, and graphic organizers. |
|
|
|
| SINGING AND MOVEMENT IN THE CLASSROOM Find several uses for picture book editions of single songs. |
|
|
|
Learn values for matching music with literature, composing music for books, and moving to poetry. |
|
|
|
| EXTENDING LITERATURE THROUGH DRAMA Note the distinctions among these forms of drama: dramatic play, creative drama, Readers' Theater, formal plays. |
|
|
|
Find the values of creative drama and puppetry. |
|
|
|
Learn about Readers' Theater. |
|
|
|
| CONNECTING LITERATURE AND LIFE Find the purposes for making collections and displays of book-related materials and for creating maps and timelines. |
|
|
|
Define jackdaws. |
|
|
|
| CONNECTING BOOKS ACROSS THE CURRICULUM Develop a definition of webbing as a strategy. |
|
|
|
Determine ways with which to plan in-depth studies of books. |
|
|
|
Note ways that thematic units are different from traditional curriculum. |
|
|
|
| EVALUATION AND ASSESSMENT Identify the areas of children's reading that can be evaluated. |
|
|
|
Read about several techniques for keeping records. |
|
|
|
Determine the means by which teachers can evaluate children's literary understanding. |
|
|
|
Learn the "Guidelines for Evaluating Growth of Children." |
|
|
|
| THE SCHOOL AND THE COMMUNITY Determine ways an entire school can be involved with the literature program. |
|
|
|
Note some ideas for participation by a principal. |
|
|
|
Learn services of a school library media center and what specialists are essential to the literature program. |
|
|
|
Identify the reasons why book selection is important. |
|
|
|
Identify the factors that should be included in library book selection policy. |
|
|
|
Learn the major reviewing journals. |
|
|
|
Be able to differentiate examples of actions that are censorship or professional selection. |
|
|
|
Read the Library Bill of Rights. |
|
|
|
Learn the suggested procedure to follow when books are challenged. |
|
|
|
| WORKING WITH PARENTS AND THE COMMUNITY Read about the role of parents in the literature program. |
|
|
|
Find ways in which public libraries are serving teachers and the community. |