Children's Literature: Discovery for a Lifetime / Edition 4

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Overview

The goal of the fourth edition of Children's Literature: Discovery for a Lifetime is to help teachers, librarians, and parents infuse literature into children's lives and to promote a lifelong interest in books. The theme is "literature for a lifetime." Some of the key elements of this text are to help educators select books that will enhance children's learning and development, implement literature in the classroom that will support the curriculum and meet established standards, identify books children will respond to, share literature that will stimulate their responses, infuse literature into elementary classrooms and homes, choose appropriate literature for English Language Learners, and enhance literature experiences with the computer and the Internet.

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Editorial Reviews

Booknews
Prepares teachers, librarians, and parents to select children's books, help children respond to books, and incorporate literature across the curriculum. Chapters on oral and silent approaches to literature, children with challenges, and unit studies, plus various genres such as poetry and historical fiction, include key terms, opening vignettes, overviews, and discussion questions, as well as many suggested activities and units for use in the classroom, with worksheet examples. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780131589391
  • Publisher: Pearson
  • Publication date: 5/14/2008
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 4
  • Pages: 412
  • Sales rank: 394,873
  • Product dimensions: 8.00 (w) x 9.87 (h) x 0.55 (d)

Table of Contents

1. Introduction to Children's Literature

2. Understanding Literature

3. Issues Relating to Literature for Children and Young Adults

4. Picture Books: Visual and Verbal Art

5. Poetry for Every Child

6. Traditional Literature: Stories Old and New

7. Modern Fantasy: Today's Magic

8. People Now: Contemporary Realistic Fiction

9. People Then: Historical Fiction

10. Truth is Stranger than Fiction: Nonficiton

11. Biography: Fascinating Real Life

12. Literature about Children with Real-Life Challenges

13. Literature about Children in Many Cultures

14. Oral and Silent Literature

15. Engaging with and Responding to Children's Literature

16. Unit Studies: Learning with Literature

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Preface

The virtues of literature are well established. Publishers, libraries, and bookstores offer a grand array of children's books. Many programs tout the importance of reading books as well as listening to books read aloud. Athletes, movie stars, and politicians urge children to read, and various programs provide books to children for their reading pleasure.

In spite of this widespread approval of literature, there is a quandary. Every U.S. state has some form of objectives or standards that students need to achieve. This may lead some teachers to force-feed facts to students, just so they will succeed. If teachers focus on preparing students for tests, it reduces their read-aloud time and the time to create literature experiences that will enhance their growth and development. Research supports the idea that optimizing children's literary experiences enhances their learning and knowledge retention.

This book is the product of our many experiences as teachers, professors, parents, and grandparents. Our goal is to help teachers, librarians, and parents infuse literature into children's lives and to promote a lifelong interest in books. Our theme is "literature for a lifetime." We hope to prepare teachers in children's lives to:

  • choose books that will enhance children's learning and development.
  • implement literature in the classroom that will support the curriculum.
  • know which books children will respond to.
  • share literature with children in authentic ways that stimulate their responses.
  • infuse literature into elementary classrooms and homes.
  • identify books that portray children with special needs so thattheir classmates will understand these needs.
  • use computer programs and the Internet to enhance literary experiences.
  • use multimedia in creating literary experiences.
  • choose literature that will develop children's cultural consciousness.

THE ORGANIZATION OF THE TEXT

To provide guidance in reaching the goal of helping all children discover literature for a lifetime, we present information in this text in the following order.

Chapters 1 through 3 create a foundation for understanding and appreciating children's literature, as well as ways of incorporating literature in classrooms and libraries. These chapters also provide guidance for selecting children's books.

Chapters 4 through 11 explore the formats and genres of children's literature in picture books, poetry, traditional literature, fantasy, realistic fiction, historical fiction, nonfiction, and biography. Authors and illustrators are emphasized through profiles that appear throughout the book. In these profiles, we hope to acquaint students with authors and illustrators and their works, as well as offer models for classroom study.

Chapter 12 introduces literature for children who experience the daily challenges of physical, sensory, or emotional disabilities. Chapter 13 focuses on sharing multicultural literature inclusive of children from various cultures. These chapters serve a two-fold purpose. First, they afford children opportunities to identify with those who have had similar experiences. Second, they give readers opportunities to appreciate their own culture and the cultures of others.

Chapters 14, 15, and 16 present ways of nurturing children's engagement with, and response to, literature. Chapter 14 engages children with literature through oral and silent reading experiences; Chapter 15 explains how to encourage children's responses to literature. Finally, Chapter 16 presents sample guides and units that teachers have used in developing classroom experiences with books.

Each chapter opens with a list of key terms, guiding questions, and vignettes, which give examples of teachers and children involved with literature. These vignettes serve as classroom models for others. Throughout the book, additional authentic classroom experiences are meant to develop deeper cognitive and affective understandings and aesthetic awareness.

Each chapter concludes with Thought Questions and Research and Application Experiences that align IRA/NCTE standards (objectives) to the experiences. Also included at the end of each chapter are annotated bibliographies of cited books and recommended books that include genre identifications and suggested grade levels. Where appropriate, asterisks (*) indicate books that will appeal to reluctant readers.

NEW TO THIS EDITION

Users of the second edition of Children's Literature: Discovery for a Lifetime will find that this third edition reflects major revisions in every chapter and several important pedagogical changes.

  • All activities in this edition have been aligned to IRA/NCTE standards and guidance on how to use the activity to advance the literary skills.
  • Traditional literature and fantasy are now presented in separate chapters.
  • Nonfiction and biography are now introduced in separate chapters.
  • Chapter 13, "Literature for Children in All Cultures," has been revised in philosophy and organization. It explores multicultural and international children's literature in cultural groups of books that teachers can use in broad-based units of study. Author and illustrator profiles have been placed throughout the text.
  • Picture books for middle-grade students are one focus in Chapter 4.
  • The genre and format chapters include book clusters (text sets) that can be used to develop classroom experiences.
  • All bibliographies and references have been thoroughly updated to reflect the latest children's books.
Read More Show Less

Introduction

The virtues of literature are well established. Publishers, libraries, and bookstores offer a grand array of children's books. Many programs tout the importance of reading books as well as listening to books read aloud. Athletes, movie stars, and politicians urge children to read, and various programs provide books to children for their reading pleasure.

In spite of this widespread approval of literature, there is a quandary. Every U.S. state has some form of objectives or standards that students need to achieve. This may lead some teachers to force-feed facts to students, just so they will succeed. If teachers focus on preparing students for tests, it reduces their read-aloud time and the time to create literature experiences that will enhance their growth and development. Research supports the idea that optimizing children's literary experiences enhances their learning and knowledge retention.

This book is the product of our many experiences as teachers, professors, parents, and grandparents. Our goal is to help teachers, librarians, and parents infuse literature into children's lives and to promote a lifelong interest in books. Our theme is "literature for a lifetime." We hope to prepare teachers in children's lives to:

  • choose books that will enhance children's learning and development.
  • implement literature in the classroom that will support the curriculum.
  • know which books children will respond to.
  • share literature with children in authentic ways that stimulate their responses.
  • infuse literature into elementary classrooms and homes.
  • identify books that portray children with special needs so that theirclassmates will understand these needs.
  • use computer programs and the Internet to enhance literary experiences.
  • use multimedia in creating literary experiences.
  • choose literature that will develop children's cultural consciousness.

THE ORGANIZATION OF THE TEXT

To provide guidance in reaching the goal of helping all children discover literature for a lifetime, we present information in this text in the following order.

Chapters 1 through 3 create a foundation for understanding and appreciating children's literature, as well as ways of incorporating literature in classrooms and libraries. These chapters also provide guidance for selecting children's books.

Chapters 4 through 11 explore the formats and genres of children's literature in picture books, poetry, traditional literature, fantasy, realistic fiction, historical fiction, nonfiction, and biography. Authors and illustrators are emphasized through profiles that appear throughout the book. In these profiles, we hope to acquaint students with authors and illustrators and their works, as well as offer models for classroom study.

Chapter 12 introduces literature for children who experience the daily challenges of physical, sensory, or emotional disabilities. Chapter 13 focuses on sharing multicultural literature inclusive of children from various cultures. These chapters serve a two-fold purpose. First, they afford children opportunities to identify with those who have had similar experiences. Second, they give readers opportunities to appreciate their own culture and the cultures of others.

Chapters 14, 15, and 16 present ways of nurturing children's engagement with, and response to, literature. Chapter 14 engages children with literature through oral and silent reading experiences; Chapter 15 explains how to encourage children's responses to literature. Finally, Chapter 16 presents sample guides and units that teachers have used in developing classroom experiences with books.

Each chapter opens with a list of key terms, guiding questions, and vignettes, which give examples of teachers and children involved with literature. These vignettes serve as classroom models for others. Throughout the book, additional authentic classroom experiences are meant to develop deeper cognitive and affective understandings and aesthetic awareness.

Each chapter concludes with Thought Questions and Research and Application Experiences that align IRA/NCTE standards (objectives) to the experiences. Also included at the end of each chapter are annotated bibliographies of cited books and recommended books that include genre identifications and suggested grade levels. Where appropriate, asterisks (*) indicate books that will appeal to reluctant readers.

NEW TO THIS EDITION

Users of the second edition of Children's Literature: Discovery for a Lifetime will find that this third edition reflects major revisions in every chapter and several important pedagogical changes.

  • All activities in this edition have been aligned to IRA/NCTE standards and guidance on how to use the activity to advance the literary skills.
  • Traditional literature and fantasy are now presented in separate chapters.
  • Nonfiction and biography are now introduced in separate chapters.
  • Chapter 13, "Literature for Children in All Cultures," has been revised in philosophy and organization. It explores multicultural and international children's literature in cultural groups of books that teachers can use in broad-based units of study. Author and illustrator profiles have been placed throughout the text.
  • Picture books for middle-grade students are one focus in Chapter 4.
  • The genre and format chapters include book clusters (text sets) that can be used to develop classroom experiences.
  • All bibliographies and references have been thoroughly updated to reflect the latest children's books.
Read More Show Less

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