books to begin on dr. kristen pennycuff trent. books to begin on developing initial literacy babies...
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Books to Begin OnBooks to Begin OnBooks to Begin OnBooks to Begin On
Dr. Kristen Pennycuff TrentDr. Kristen Pennycuff Trent
Books to Begin On• Developing Initial
Literacy• Babies’ First Books• Toy Books• Finger Plays and
Nursery Songs• Nursery Rhymes• ABC Books
• Counting Books• Concept Books• Wordless Picture
Books• Books About
Common Experiences
• Books for the Beginning Reader
Developing Initial Literacy
• Reading Aloud– Emotional bonds– Cognitive development– Oral language development– Pleasure
Babies’ First Books• Relate to familiar
life experiences• Identify and name
objects• Be sturdy and well
constructed• Use clear, natural
language• Be predictable
• Provide humor• Show clear,
uncluttered illustrations with no distracting backgrounds
• Offer opportunities for interaction
Toy Books• Board Books• Pop-Up Books• Flap Books• Cloth Books• Plastic Books
Toy Books• Built in participation and interaction• Cut out and lift the flap books• Where’s Spot?• Pat the Bunny• The Very Hungry Caterpillar • Cock-A-Moo-Moo
Finger Plays and Nursery Songs
• Finger plays encourage participation– Eensy, Weensy Spider– Five Little Monkeys– Where is Thumbkin?
• Collected by Freidrich Froebel, father of kindergarten movement, in Germany
Finger Plays and Nursery Songs
• Nursery songs encourage response to singing and music– Going on a Bear Hunt– Wheel on the Bus– I Know an Old Lady– Old McDonald
Mother Goose Books• Earliest literature enjoyed by many
young children• Appealing characteristics
– Rhythm– Rhyme– Repetition of sounds– Humor– Hyperbole (use of exaggeration for effect)
Mother Goose Books• Links word play and nursery
rhymes to phonemic awareness• Contributes to emergent literacy
development• Opportunities for active
participation and response• Reflects interests of children
Mother Goose Books• Collections
– Kate Greenaway’s Mother Goose
– Rosemary Well’s Here Comes Mother Goose
– Tomie de Paola’s Mother Goose
• Books that Illustrate One Rhyme– Over the Moon– Mary Had A Little
Lamb
• Nursery Rhymes in Other Lands– Tortillas Para Mama
Alphabet Books• Used to identify familiar objects as
well as letters and sounds– Word-picture format– Simple narrative– Riddle or puzzles– Topical themes
Alphabet Books• Appropriate for children of all ages
– Z was Zapped– Alphabet City– The Graphic Alphabet Book– Icky Bug Alphabet Book– Tomorrow’s Alphabet– D is for Duck
Counting Books• Used for educational purposes to
develop mathematical concepts– One-to-one correspondence
• Big Fat Hen
– Other simple math concepts• Ten Black Dots
– Number stories and puzzles• The Doorbell Rang
Counting Books• Ten, Nine, Eight• Look Whooo’s Counting• Cookie Count• Oreo Counting Book• Cheerios Counting Book• Count on Me• 29 Letters and 99 Cents
Concept Books• Stimulate cognitive development
– Help teach concepts about spatial relationships, patterns, visual discrimination, etc.
– First non-fiction books– Major Authors
• Tana Hoban• Lois Elhert• Donald Crews
Concept Books– A Busy Year– Mouse Paint– Good Morning, Good Night– More, Fewer, Less– We’re Going On a Bear Hunt
Wordless Picture Books• Illustrations tell the whole story
without words• Encourages
– Language development– Vocabulary– Oral discussion– Storytelling
Wordless Picture Books• Alexandra Day: Carl series• Pat Hutchins: Rosie’s Walk• Tomie de Paola: Pancakes for
Breakfast• Peter Spier: Noah’s Ark• Raymond Briggs: The Snowman• David Weisner: Tuesday
Books About Common Experiences
• No, David!• When Sophie Gets Angry• In the Rain with Baby Duck• The Runaway Bunny• Goodnight Moon• Jesse Bear, What Will You Wear• Owl Babies
Books for the Beginning Reader
• Predictable Books– In the Tall, Tall Grass– Barnyard Banter– Brown Bear, Brown Bear– Today is Monday– Chicken Soup with Rice– Napping House– Shoes from Grandpa
Books for the Beginning Reader
• Controlled Vocabulary Books– New genre started by Dr. Suess in
1957• Created The Cat in the Hat from 220
Dolch sight words
– Little Bear series– Frog and Toad series
Controlled Vocabulary Books
• Caution:– Dull plots– Flat characters– Unnatural
language patterns
• Look For:– Natural language– Creative plots– Real child appeal– Good artwork
Big Books• Provide format for all to see and
interact• Balance teacher and class created
big books with commercially made materials
• See “Creating Big Books with Emergent Readers” page 158
Literature CirclesLiterature CirclesLiterature CirclesLiterature CirclesDr. Kristen R. PennycuffDr. Kristen R. [email protected]@tntech.edu
What are literature circles?
• Defined as – a strategy, – an approach, – and a method of teaching literature.
What are literature circles?
• Small groups of students who read the same book and gather together to discuss their reading.
• The purpose is to have students respond to, discuss, and think about real literature.
What are literature circles?
“…small, temporary discussion groups who have chosen to read the same story... The circles have regular meetings, with discussion roles rotating each session. When the finish a book, the circle members plan a way to share highlights of their reading with the wider community.”
• (Daniels, 1994)
Who can use literature circles?
• Absolutely anyone– Independent use best for 2nd and 3rd
grade– K and 1st with teacher assistance and
scaffolding
Why should we use literature circles?
• Allows students “to practice authentic reading behaviors” and sparks student interest through peer enthusiasm.– Hollingsworth, 1998
Why should we use literature circles?
• Invites students to actively participate in sharing their ideas and building meaning from what they read.– Daniels, 1994
Why should we use literature circles?
• Dramatically changes students’ attitudes towards books and reading
• Engages reluctant readers and helps them feel more confident– Samway, Whang, Cade, et.al, 1991,
1996
Why should we use literature circles?
• Increases talk about books both in and out of the classroom
• Helps students understand themselves and others through personal connections made with characters and study themes.– Samway, Whang, Cade, et.al, 1991,
1996
Why should we use literature circles?
• Allows all students to succeed regardless of reading levels or ability.
• Utilizes cooperative learning strategies and social cooperative learning skills.
• Encourages students to be positive members of a literacy community.
• Capitalizes on how students personally respond to literature.
• Encourages multiple readings of the text.– Moen, 2000
Use of literature circles increases
• Number of books read by children
• The time children spend reading on a daily basis
• Student interest in reading
• Student awareness of reading strategies
• Student selection of high quality children’s literature
• The amount of time spent on task during the reading block
• Completion rate of class work
• Enthusiasm for learning
What are the students doing in literature circles?• Circle Supervisor
– Guides group discussion
• Story Summarizer– Summarizes daily
reading and reports to group
• Question Creator– Creates and answers
questions
• Imaginative Illustrator– Visualizes and illustrates
scene from reading and shares with group
• Word Watcher– Identifies and defines
crucial vocabulary
• Bridge Builder– Makes connections between
events and text, self, world
What are the students doing in literature circles? • Character Sketcher
– Describes characters• Scene Setter
– Describes and draws scenes
• Dialogue Describer– Discusses important
dialogue• Have-in-Common
Connector– Discovers what group
members have in common with characters and events
• Plot Person– Promotes understanding
of events in the story• Wordsmith
– Discusses important, unusual, or unfamiliar words
• Decision Director– Looks at the decisions of
the main character
Why use role sheets?• Serves as a guide for discussion• Assesses student understanding of
literature• Helps students develop and use
reading strategies• Encourages students to respond to
and interact with literature
How do you get started?
1. Talk to students about how literature circles work.
• Explain roles and role sheets, • schedule, • assessment, • books, • and book selection
How do you get started?
2. Determine who will select the literature
• Teacher • Student
• Text sets with self selection• Same author, theme, etc…
How do you get started?
3. Choosing literature• Quality, authentic literature• Personal preference• Appropriate for reading levels
4. Book talks and student selection– Approximately 60 seconds– Student rankings
How do you get started?
5. Acquiring book sets• Scout your school• Search local bookstores• Look for garage and yard sales• Join school book clubs• Apply for grant• Ask parents to help
How do you get started?
6. Group selection• 4 to 6 students best• Based on interest, not reading level
How do you teach students the “how
to’s”?• Explain and model forms
– Role forms– Model and teach one role at a time
• Begin with a familiar text• Think alouds • Overhead
How do you teach students the “how
to’s”?• Allot time for group meetings
– Do what works best for you and your students
– No set limits– Different expectations for K-1 and 2-3
How do you teach students the “how
to’s”?• K and 1
– Approximately 30 minutes
• 15 minutes teacher or students read book
– Big Book with little books
• 5-10 minutes small group discussion
• 5-10 minutes whole group discussion
• Grades 2 and 3– Generally about 60
minutes• 35 minutes
independent reading/role completion
• 20 minutes circle discussion
• 10 minutes whole class discussion
How do you teach students the “how
to’s”?• Choose group meeting spaces
– Private spaces around room– One or two groups meet during
centers– Blankets on floor to designate space– Use halls and open spaces
How do you teach students the “how
to’s”?• Organize groups and role forms
– Students keep forms and books– Organization chart– Role nametags or hats– Circle Supervisor
• **Critical to rotate roles**
How do you teach students the “how
to’s”?• Remember that redirection will be
needed as students learn– Re-explain– Role play
How do you assess literature circles?
• Observations• Anecdotal notes• Conferences• Portfolios• Projects
• Self assessment• Group
assessment• Circle Star
How do you assess literature circles?
• Productivity 40%– Quantity of reading– Preparation for discussion– Contributions to group
• Teacher observation• Daily role sheets
How do you assess literature circles?
• Growth 40%– Variety of books, authors, genres– Explanations and interpretations– Use of input from peers & teacher– Application of skills in other reading– Response expressed in projects
• Role sheets, conferences, observation, artifacts
How do you assess literature circles?
• Quality of Reading 20%– Difficulty of texts read– Level of thinking shown– Leadership in discussions– Sophistication of projects
• Observation, portfolios, artifacts, conferences
How do you adapt for all reading levels?
• Simplify forms• “Buddy Read”• Different roles more suitable• Literature circles inherently
support struggling readers.
How do you start non-fiction literature
circles?• Start with biographies
– Whole class reading of core book or basal story
– Explicit instruction on biographies– Student choose own biographies
• Individually or in groups
How do you start non-fiction literature
circles?• Create new roles
– Fantastic Fact Finder
– Timeline Traveler– Vital Statistics
Collector
• Keep old roles– Imaginative
Illustrator– Word Watcher– Bridge Builder– Circle Supervisor– Story Summarizer– Question Creator
How do you start non-fiction literature
circles?• Add more non-fiction
– Narrative non-fiction– Companion sets
• Incorporate other strategies– VIP– Two column notes– Say Something
Does it work?“Lit circles are really fun! Lit circles are very
neat. They are very, very, very awesome. Lit circles are very complicated though. First you pick a book. Then you decide where to read up to. Next you read up to that page and you discuss the part that you read. Do that three times and then you do an awesome project then present it to the class. Like I told you lit circles are very fun. You should try a lit circle today. Trust me.”
(Student response from Daniels, 1994)
Does it work?“This structure allowed me the freedom
to turn ownership over to the students. Students gained greater insight by sharing literature instead of reading in isolation. Students who never participated before during whole class discuss found a voice.”(Sandy, a 4th grade teacher in Daniels, 1999)
Resources• Classroom Literature Circles by
Elizabeth Aguerre• Literature Circle Role Sheets by
Christine Moen• Literature Circles by Harvey
Daniels
Evaluating and Selecting Evaluating and Selecting Children’s LiteratureChildren’s Literature
Evaluating and Selecting Evaluating and Selecting Children’s LiteratureChildren’s Literature
Dr. Kristen Pennycuff TrentDr. Kristen Pennycuff Trent
Objectives of the Literature Program
• Entertainment• Literary Heritage• Identification of Formal Elements• Understanding of Self and Others• Critical Analysis
Standards for Evaluating Books
• “There are ideas that go beyond the plot of a novel or picture book story or the basic theme of a non-fiction book, but they are presented subtly and gently; good books do not preach; their ideas are wound into the substance of the book and are clearly a part of the book itself.” Jean Karl, 1987
Standards for Evaluating Books
• Literary Questions– How effective is the development of
literary elements?• Artistic Questions
– How effective are the illustrations and the illustrator’s techniques?
• Pragmatic Questions– How accurate and logical is the material?
Standards for Evaluating Books
• Philosophical Questions– Will this book enrich a reader’s life?
• Personal Questions– Does this book appeal to me?
Standards for Evaluating Books
Three Categories of Book Reviews
• Descriptive– Factual information about the story and
illustrations
• Analytical– Discuss, compare, and evaluate literary
elements, the illustrations, and other books
• Sociological– Social context of the book , characterizations
of groups, stereotypes, possible controversy, popularity
Award Winners• Caldecott
– 19th century illustrator, Randolph Caldecott
– Illustrator of the best picture book
• Newbery– 18th century bookseller, John Newbery– Author of the best children’s novel
Award Winners• Hans Christian Anderson
– Highest international recognition– Author and illustrator lasting
contributions
• Children’s Choice/ Teachers’ Choice– International Reading Association– 10,000 children/teachers vote for
favorite books
Literary Elements (Story Grammars)
• Plot– sequence of action
• Conflict– Dilemma characters face
• Man vs. man (Peter Rabbit)• Man vs. nature (Julie of the Wolves)• Man vs. self (Hatchet)• Man vs. society (Blubber)
Literary Elements (Story Grammars)
• Resolution– Ending to story conflict
• Setting– Location in time and place
• Moods• Antagonist• Historical background• Symbolism
Literary Elements (Story Grammars)
• Characterization– People in the story
• Strengths/weaknesses• Physical appearance• Conversations• Thoughts• Perception of other characters• Actions
– “Books should treat all characters as individuals.”
Literary Elements (Story Grammars)
• Theme– Underlying idea that ties the plot,
characters, and setting together into a meaningful whole• Changes in character• Nature of conflict• Personal development
Literary Elements (Story Grammars)
• Style– Word selection and arrangement– To create characters, plot, and settings– To create theme
• Point of View– Perspective of characters
• First person “I”• Third person “he, she, they”• Omniscient “all knowing”
Literary Elements (Story Grammars)
• Stereotypes– Inadequate representation of
minority groups or females – Insensitive or demeaning– Over generalization– Common in copyright dates prior to
1970
The Right Book for the Right Child
• Accessibility– Home, school, community
• Readability– Rule of Thumb
• Interest– Motivation
Children as Ultimate Critics
• Is this a good story?• Is the story something I
think could really happen?• Did the main character
overcome the problem, but not too easily?
• Did the climax seem natural?
• Did the characters seem real?
• Did the characters grow in the story?
• Did the characters have both strengths and weaknesses?
• Did the setting present what is actually known about this time or place?
• Did the characters fit into the setting?
• Did I feel that I was really in that time and place?
• What did the author want to tell me in the story?
• Was the theme worthwhile?• When I read the book
aloud, did the characters sound like real people talking?
• Did the rest of the language seem natural?
Your Turn• Using your easy books, perform
the Children As Ultimate Critics analysis then share with your group.