Children's Literature: Discovery for a Lifetime

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Overview

Children’s Literature: Discovery for a Lifetime is an indispensable tool that teachers, librarians, and parents can use to create and foster children’s interest in books. The authors concisely illuminate the highest quality of children’s literature, choosing titles that will captivate children and promote a lifetime of reading.

The fourth edition of this popular text now features:

  • NEW! Classroom snapshots that provide concrete examples of teachers promoting cognitive development with literature.
  • NEW! Emphasis on graphic novels and manga across several chapters.
  • NEW! A chapter dedicated to exploring sensitive and contemporary issues in children’s literature.

Readers will also be able to:

  • Explore wide-ranging examples of current and classic literature in all genres—picture books, poetry, traditional literature, modern fantasy, realistic fiction, historical fiction, and nonfiction books—to understand, select and evaluate children’s literature.
  • Review extensive lists of literature references and recommended children’s books by descriptors, genre designations, grade levels, publisher, and copyright information.
  • Stimulate reading and an exploration of children’s literature withpractical Classroom Activities that arealigned with the IRA and NCTE standards.
  • Focus on multicultural literature, illustrating the need to choose books that reflect the voices of many cultural groups and that foster an understanding, appreciation, and respect for our diverse society.
  • Engage children in author and illustrator studies with great models described in Biographical Profiles.
  • Learn how to develop children’s social and cultural consciousness by exploring literature-based units that cut across cultures in the Unit Studies chapter.
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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: 9780897875400
  • Publisher: Gorsuch Scarisbrick Publishers
  • Publication date: 2/28/1996
  • Pages: 510

Table of Contents

(NOTE: Each chapter begins with a List of Key Terms, Guiding Questions, an Overview, an Introduction and a Vignette and ends with a Summary, Thought Questions, Enrichment Activities, and Recommended Children's Books.)
1. Introduction to Children's Literature.

What Is Literature? The Power of Literature. Literature and the Curriculum. Experiencing Literature.

2. Understanding Literature.
Genre in Children's Literature. Literary Elements. Story Grammar. Experiencing Literature. Classroom Activities to Enhance Understanding of Literature.

3. Connecting Children and Literature: Evaluating and Selecting Books.
Evaluating Children's Literature. Work-Centered Criteria. Child-Centered Critieria. Issue-Centered Criteria. Other Evaluation Considerations. Media-Based Literature.

4. Encouraging Children's Response to Literature.
Literary Thinking. Reasons for reading. Understanding Response. Understanding Response. Guiding Response. Nurturing Response. Classroom Activities to Enhance Engagement and Response.

5. Picture Books.
The Nature of Picture Books. The History of Picture Books. Illustrators. Illustrations. Types of Picture Books. Selecting and Evaluating Picture Books. Classroom Activities to Enhance Literary Experience.

6. Poetry.
The Nature of Poetry. Elements of Poetry. Types of Poetry.Content of Poetry.Children's Response to Poetry. Selecting and Evaluating Poetry. Classroom Activities to Enhance Poetic Experience.

7. Make-Believe: Traditional Literature and Modern Fantasy.
Understanding Real and Make-Believe. Traditional Literature. Modern Fantasy. Classroom Activities to Enhance Make-Believe.

8. People Then and Now: Historical Fiction and Contemporary Realistic fiction.
Contemporary and Historical Realistic Fiction. Issues in Realistic Fiction. Types of Realistic Fiction. Classroom Activities to Enhance Literary Experiences.

9. Nonfiction: Biography and Informational Books.
The Changing Perspective on Nonfiction. The Value of Nonfiction. Biography. Informational Books. Classroom Activities for Enhancing Nonfiction Experience.

10. Readers, Writers, and Illustrators: A Literary Community.
From Reading to Writing. From Writing to Meaning. Writing for Children. Getting to Know Authors and Illustrators. Classroom Activities to Enhance Literary Experience.

11. Oral and Silent Approaches to Literature.
Reading Aloud to Children. Reader's Theater. Storytelling. Choral Reading. Creative Drama. Booktalks. Evaluating Oral Story Experiences. Silent Reading.

12. Emergent Literacy: Early Literary Experiences.
The Value of Early Literary Experience. Effect of Environment on Emergent Literacy. Selecting and Evaluating Literature for Young Children. Classroom Activities to Enhance Literary Experience.

13. Real-Life Literature and Children with Challenges.
The Value of Real-Life Literature. Selecting and Evaluating Real-Life Literature. Classroom Activities to Enhance Real-Life Literature.

14. Literature and Multicultural Understanding.
Multiculturalism in the United States. Multicultural Education. The Value of Multicultural Literature. Selecting and Evaluating Multicultural Literature. Classroom Activities to Enhance Multicultural Literature.

15. Unit Studies: Literature, Response, and Learning.
Units of Study. Developing Themes and Units. Classroom Unit Suggestions to Enhance Literary Experience.

Appendix: Book Awards.
Glossary.
References.
Credits.
Subject Index.
Index of Children's Book Titles, Authors, and Illustrators.
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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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