Children's Literature: Discovery for a Lifetime with CD-ROM

by Stoodt-Hill, Barbara D.; Amspaugh-Corson, Linda B.

• ISBN13: 9780131181854
• ISBN10: 0131181858
• Edition: 3rd
• Format: Paperback w/CD
• Copyright: 2005-01-01
• Publisher: Prentice Hall

Summary

How do you captivate children with literature, promoting a lifetime of reading? This book's purpose is to educate teachers, librarians, and parents about the art of capturing and nurturing children's interest in books. This text offers readers: bull; bull;NEW! A wealth of current and classic literature titles for children of all cultures and abilities bull;NEW! Expanded chapters on traditional literature, modern fantasy, nonfiction, and biography bull;NEW! Technology references and links to Internet resources for literature Through this text, readers will also be able to: bull; bull;Explore the content and distinctive characteristics of picture books, poetry, traditional literature, modern fantasy, realistic fiction, historical fiction, and nonfiction books in the detailed chapters bull;Learn to understand, select, and evaluate children's literature using the abundance of information, figures, and tables in each chapter bull;Search for children's literature by author, title, topic, high-interest, publisher, and award-winning distinctions using the extensive database located on the enclosed CD-ROM bull;Become acquainted with authors and illustrators who serve as great models for classroom study in the Biographical Profiles bull;Discover authentic ways to stimulate children's response to literary experiences in the Classroom Activities bull;Find out how to develop children's social and cultural consciousness by exploring literature-based units that cut across cultures in the Unit Studies chapter

Table of Contents

Introduction to Children's Literature	2	(16)
Key Terms
Guiding Questions
Introduction
Vignette
What is Children's Literature?	4	(1)
The Power of Literature	4	(1)
Appreciating Aesthetics in Literature	5	(2)
Enhancing Understanding	5	(1)
Developing Imagination	6	(1)
Increasing Information and Knowledge	6	(1)
Stimulating Cognition	6	(1)
Providing a Language Model	6	(1)
Foundations of Literature	7	(5)
Literature and Reading Instruction	7	(1)
Literature and Language Arts	8	(1)
Literature and Curriculum	8	(1)
Literature and the Content Areas	8	(1)
Literature and the Fine Arts	9	(1)
Curriculum Standards	10	(1)
Creating Effective Literary Experience	10	(1)
The Unit Approach	10	(1)
Story Elements	11	(1)
The Teacher and Children's Literature	12	(1)
Summary	12	(1)
Thought Questions	13	(1)
Research and Application Experiences	13	(1)
Children's Literature References and Recommended Books	13	(2)
References and Books for Further Reading	15	(3)
Understanding Literature	18	(22)
Key Terms
Guiding Questions
Introduction
Vignette
Genre in Children's Literature	18	(4)
Literary Elements	22	(9)
Plot	22	(3)
Characters	25	(2)
Setting	27	(1)
Mood	27	(1)
Theme	28	(1)
Style	29	(2)
Literary Experiences that Enhance Understanding	31	(1)
Discussion as Literary Experience	31	(1)
Literary Experiences	32	(1)
Classroom Activities	32	(3)
Summary	35	(1)
Thought Questions	36	(1)
Research and Application Experiences	36	(1)
Children's Literature References and Recommended Books	36	(3)
References and Books for Further Reading	39	(1)
Connecting Children and Literature	40	(22)
Key Terms
Guiding Questions
Introduction
Vignette
Selecting Children's Literature	40	(2)
Literary Quality as a Selection Standard	42	(4)
Award Books and Recommended Reading Lists	42	(2)
Selection Aids	44	(1)
Criticism of Award Books and Reading Lists	45	(1)
Child-Centered Criticism: What do Children Like to Read?	46	(5)
What Attracts Children to Certain Books?	46	(1)
Reading Interest Research	47	(3)
Identifying Reading Preferences and Interests	50	(1)
Bibliotherapy	50	(1)
Media-Based Literature	51	(2)
Evaluating Media-Based Literature	52	(1)
Exploring Literature	53	(1)
Issues-Centered Criticism of Children's Literature: Censorship	53	(3)
Racial and Ethnic Issues	54	(1)
Appropriate Language	55	(1)
Gender Stereotyping Issues	55	(1)
Addressing Censorship	55	(1)
Classroom Activities	56	(2)
Summary	58	(1)
Thought Questions	58	(1)
Research and Application Experiences	58	(1)
Children's Literature References and Recommended Books	59	(1)
Multimedia References	60	(1)
Recorded Books	60	(1)
Computer Software	60	(1)
References and Books for Further Reading	60	(2)
Picture Books: Visual and Verbal Art	62	(26)
Key Terms
Guiding Questions
Introduction
Vignette
The Nature of Picture Books	62	(6)
Illustrators	64	(1)
Types of Picture Books	65	(3)
Genre in the Picture Book Format	68	(5)
Realistic Fiction	68	(2)
Picture Book Fantasy	70	(1)
Picture Book/Poetry	71	(1)
Picture Book/Traditional Literature	72	(1)
Picture Book/Historical Fiction	72	(1)
Picture Book/Biography	73	(1)
Visual Literacy	73	(1)
Selecting and Evaluating Picture Books	74	(1)
Classroom Activities	75	(6)
Summary	81	(1)
Thought Questions	81	(1)
Research and Application Experiences	81	(1)
Children's Literature References and Recommended Books	82	(3)
References and Books for Further Reading	85	(3)
Poetry for Every Child	88	(26)
Key Terms
Guiding Questions
Introduction
Vignette
The Nature of Poetry	88	(4)
Emotional Intensity	91	(1)
Expressing Feelings and Moods	91	(1)
Elements of Poetry	92	(2)
Poetic Language	92	(1)
Sound Patterns	92	(2)
Rhythm	94	(1)
Wordplay	94	(1)
Figures of Speech	94	(1)
Types of Poetry	94	(2)
Narrative Poems	95	(1)
Dramatic Poetry	95	(1)
Lyric Poetry	95	(1)
Haiku	95	(1)
Free Verse	95	(1)
Concrete Poetry	96	(1)
Nonsense Poetry	96	(1)
Content of Poetry	96	(1)
Stimulating Children's Response to Poetry	97	(1)
Poets and Their Poetry	98	(1)
Selecting and Evaluating Poetry	99	(2)
Locating Poetry	99	(1)
Children's Preferences	99	(2)
Finding Winners	101	(1)
Enriching Poetic Experiences	101	(4)
Rhythm	102	(1)
Movement	103	(1)
Riddle-Poems	103	(1)
Themes and Topics	103	(1)
Discussion	104	(1)
Classroom Activities	105	(3)
Summary	108	(1)
Thought Questions	108	(1)
Research and Application Experiences	108	(1)
Children's Literature References and Recommended Books	108	(4)
References and Books for Further Reading	112	(2)
Traditional Literature: Stories New and Old	114	(22)
Key Terms
Guiding Questions
Introduction
Vignette
Traditional Literature	114	(3)
The Contemporary Values of Traditional Literature	117	(1)
Elements of Traditional Literature	118	(1)
Character	118	(1)
Plot and Setting in Folk Tales	118	(1)
Theme	118	(1)
Style	119	(1)
Types of Traditional Literature	119	(5)
``New Folk Tales''	120	(1)
Fairy Tales	121	(1)
Animal Tales	122	(1)
Noodlehead Tales, Drolls, and Simpleton Tales	123	(1)
Myths	123	(1)
Legends	123	(1)
Tall Tales	123	(1)
Ballads	123	(1)
Selecting and Evaluating Traditional Literature	124	(1)
Classroom Activities	124	(7)
Summary	131	(1)
Research and Application Experiences	131	(1)
Children's Literature References and Recommended Books	131	(3)
References and Books for Further Reading	134	(2)
Modern Fantasy: Today's Magic	136	(18)
Key Terms
Guiding Questions
Introduction
Vignette
Modern Fantasy---The Literature of Imagination	136	(2)
The Nature of Fantasy	138	(1)
Readers and Fantasy	138	(1)
Types of Fantasy	139	(2)
Animal Fantasies	139	(1)
Literary Fairy Tales	139	(1)
Enchanted Realism	140	(1)
High Fantasy	140	(1)
Time Magic	141	(1)
Elements of Fantasy	141	(2)
Characters	141	(1)
Setting	142	(1)
Plot	142	(1)
Theme	143	(1)
Style	143	(1)
Selecting Fantasy	143	(1)
Fantasy in Classrooms	143	(1)
Classroom Activities	144	(4)
Summary	148	(1)
Thought Questions	148	(1)
Research and Application Experiences	149	(1)
Children's Literature References and Recommended Books	149	(3)
References and Books for Further Reading	152	(2)
People Now: Contemporary Realistic Fiction	154	(22)
Key Terms
Guiding Questions
Introduction
Vignette
Contemporary Realistic Fiction	155	(1)
Similarities and Differences between Contemporary and Historical Realistic Fiction	156	(1)
Issues in both Contemporary and Historical Realistic Fiction	156	(2)
Didacticism	157	(1)
Values Expressed in Realistic Fiction	157	(1)
Violence	157	(1)
Types of Realistic Fiction	158	(10)
Families	158	(5)
Challenges from Outside the Family	163	(2)
Special Interest Books	165	(3)
Classroom Activities	168	(1)
Summary	169	(1)
Thought Questions	169	(1)
Research and Application Experiences	169	(1)
Children's Literature References and Recommended Books	170	(4)
References and Books for Further Reading	174	(2)
People Then: Historical Fiction	176	(24)
Key Terms
Guiding Questions
Introduction
Vignette
Historical Fiction	178	(2)
Issues in Historical Fiction	179	(1)
When Does the Present Become the Past?	180	(1)
Organizing the Categories of Historical Fiction	180	(3)
Families and Friends	181	(1)
Survival and Growing Up	182	(1)
Historical Periods	183	(6)
Pre-Colonial Era	183	(1)
Colonial Era	183	(1)
Revolutionary War Era	184	(1)
Building and Expansion	185	(1)
Civil War Era	186	(1)
Industrialization	186	(1)
Immigration	187	(1)
The 20th Century: Wars, Issues, and Events	187	(2)
Historical Fiction in the Classroom	189	(1)
Examples of Audio Books	190	(1)
Resources for Teachers	190	(1)
Classroom Activities	190	(2)
Summary	192	(1)
Thought Questions	192	(1)
Research and Application Experiences	192	(1)
Children's Literature References and Recommended Books	192	(5)
References and Books for Further Reading	197	(3)
Truth Is Stranger than Fiction: Nonfiction	200	(18)
Key Terms
Guiding Questions
Introduction
Vignette
The Changing Face of Nonfiction	200	(3)
Trends in Current Nonfiction	202	(1)
The Value of Nonfiction	202	(1)
Types of Nonfiction	203	(1)
Concept Books	203	(1)
Nature Identification Books	203	(1)
Life-Cycle Books	203	(1)
Experiment and Activity Books	203	(1)
Books Derived from Original Documents and Journals	204	(1)
Photographic Essays	204	(1)
Reference Books and Periodicals	204	(1)
Innovative Informational Books	204	(1)
Selecting and Evaluating Informational Books	204	(2)
Thought-Provoking Text	204	(1)
Style	205	(1)
Technique	205	(1)
Authority	205	(1)
Accuracy	206	(1)
Appropriateness	206	(1)
Attractiveness	206	(1)
Nonfiction in the Classroom	206	(3)
Trade Books and Science	207	(1)
Trade Books and Social Studies	207	(1)
Trade Books and Mathematics	207	(1)
Trade Books and the Language Arts	208	(1)
Trade Books and the Arts	208	(1)
Classroom Activities	209	(3)
Summary	212	(1)
Thought Questions	212	(1)
Research and Application Experiences	212	(1)
Children's Literature References and Recommended Books	213	(4)
References and Books for Further Reading	217	(1)
Biography: Fascinating Real Life	218	(12)
Key Terms
Guiding Questions
Introduction
Vignette
Learning about Life in Biography	219	(1)
Writing Biography	220	(1)
Types of Biography	220	(2)
Complete Biography	220	(1)
Partial Biography	220	(1)
Collective Biography	221	(1)
Autobiography	221	(1)
Authentic Biography and Fictionalized Biography	221	(1)
Selecting and Evaluating Biography	222	(1)
Subject	222	(1)
Accuracy	222	(1)
Theme	223	(1)
Style	223	(1)
Teaching Strategies for Biography	223	(1)
Classroom Activities	223	(3)
Summary	226	(1)
Thought Questions	226	(1)
Research and Application Experiences	226	(1)
Children's Literature References and Recommended Books	227	(2)
References and Books for Further Reading	229	(1)
Literature for Children with Real-Life Challenges	230	(20)
Key Terms
Guiding Questions
Introduction
Vignette
The Value of Real-Life Literature	230	(2)
Selecting and Evaluating Real-Life Literature	232	(1)
Using Books in the Classroom	233	(1)
Children with Challenges	233	(8)
Physical Challenges	233	(3)
Disease and Health Challenges	236	(1)
Learning Challenges	237	(2)
Challenges from Outside the Individual	239	(2)
Classroom Activities	241	(2)
Summary	243	(1)
Thought Questions	244	(1)
Research and Application Experiences	244	(1)
Children's Literature References and Recommended Books	244	(5)
References and Books for Further Reading	249	(1)
Literature for Children in All Cultures	250	(28)
Key Terms
Guiding Questions
Introduction
Vignette
What is Multicultural Literature?	251	(4)
Why Is Multicultural Literature Important in the Classroom?	252	(1)
Guidelines for Choosing Multicultural Literature	253	(2)
Books of Interest	255	(9)
Native Americans	255	(1)
Immigrants	256	(1)
African Americans	256	(2)
Asian Americans	258	(1)
Latino/as	259	(1)
Jewish	260	(1)
Other Groups	261	(3)
Classroom Activities	264	(4)
Summary	268	(1)
Children's Literature References and Recommended Books	268	(7)
References and Books for Further Reading	275	(3)
Oral and Silent Literature	278	(24)
Key Terms
Guiding Questions
Introduction
Vignette
Oral and Silent Reading	278	(4)
Oral Reading Activities	279	(1)
Selecting Material for Reading Aloud	280	(1)
Planning a Read-Aloud Session	281	(1)
Reader's Theater	282	(1)
Selecting Material	282	(1)
Planning a Reader's Theater Performance	282	(1)
Storytelling	282	(5)
Storytelling in the Classroom	283	(1)
Selecting Material	284	(1)
Planning Storytelling	284	(3)
Storytelling Variations	287	(1)
Choral Reading	287	(2)
Selecting Material	288	(1)
Planning a Choral Reading	288	(1)
Creative Drama	289	(2)
Selecting Material	289	(1)
Planning Creative Drama	289	(1)
Pantomime	290	(1)
Puppets	290	(1)
Book-Talks	291	(1)
Evaluating Oral Story Experiences	291	(1)
Silent Reading	291	(3)
Literature Circles	292	(1)
Book and Breakfast	292	(1)
Uninterrupted Sustained Silent Reading (USSR-DEAR-SSR)	292	(1)
Fostering Silent Reading	293	(1)
Classroom Activities	294	(2)
Summary	296	(1)
Thought Questions	296	(1)
Research and Application Experiences	296	(1)
Children's Literature References and Recommended Books	297	(4)
References and Books for Further Reading	301	(1)
Engaging with and Responding to Children's Literature	302	(24)
Key Terms
Guiding Questions
Introduction
Vignette
Engagement with Literature	302	(2)
Stance	304	(1)
Aesthetic and Efferent Reading	304	(1)
Envisionment: Individual Meaning	304	(1)
Response to Literature	304	(3)
Intertextuality: Individual Connections	305	(1)
Understanding Response	306	(1)
Dimensions of Response	306	(1)
Literature as a Means of Knowing	307	(1)
Author's Meaning	307	(3)
Guiding Response (Level 1)	308	(1)
Warm, Literate Environment (Level 2)	308	(1)
Community of Response (Level 1)	308	(2)
Engaging with Literature	310	(1)
Nurturing Response	310	(9)
Introducing Books	310	(1)
Experiencing Books	311	(1)
Discussion	312	(1)
Writing	313	(1)
Oral Language	314	(1)
Maps and Charts	314	(1)
Units	315	(1)
Author and Illustrator Studies	316	(3)
Classroom Activities	319	(2)
Summary	321	(1)
Thought Questions	321	(1)
Research and Application Experiences	321	(1)
Children's Literature References and Recommended Books	322	(2)
References and Books for Further Reading	324	(2)
Unit Studies: Literature and Learning	326	(22)
Key Terms
Guiding Questions
Introduction
Vignette
Units, Themes, and Topics	326	(6)
Planning Units	331	(1)
Making Connections Through Inquiry	331	(1)
Shared Book Experiences	331	(1)
Assessing Unit Experiences	332	(2)
Classroom Activities	334	(8)
Summary	342	(1)
Thought Questions	342	(1)
Research and Application Experiences	343	(1)
Children's Literature References and Recommended Books	343	(4)
References and Books for Further Reading	347	(1)
Appendix: Book Awards	348	(5)
Glossary	353	(5)
Subject Index	358	(6)
Author/Title Index	364	(22)
Credits	386

Excerpts

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 their 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 experience