Payge Rivord – EngEd 370
literature-based reading program: instructional practices in student activities such as independent reading, sustained reading and writing, social interactions, and read aloud‘s using literature, books, novels, short stories, magazines, plays, poems, and electronic books that have not been re-written for instructional purposes.
community of readers: literature-based reading programs create a community of Warners. this is characterized by House students, in alliance with their friends and teachers, work together in classrooms in which school reading becomes like adult reading, where adults are motivated to read. Students in formally and spontaneously talk over their experiences with books and recommend books to each other.
how to hook students on books
selecting a classroom collection of books
A major classroom characteristic that brings children and books together is many carefully selected books. These books come from many different sources. Although the core collection is permanent, many of the borrowed titles change frequently so there’s always something new to encourage browsing. You may also include a selection of e-books. Books chosen for a classroom collection, no matter what type, should not be chosen for the sake of quantity. Rather book should be carefully chosen for a variety of reasons.
how to choose classroom literature
A teacher needs to be familiar with children’s literature, to be able to choose literature for their classroom collections. Because children’s literature has expanded extensively in the past 20 years this is a big task. There are several strategies that can be used to help choose classroom literature there are some tips below.
- Read and enjoy children’s books yourself
- Read children’s books with a sense of involvement
- Read a variety of book types
- Read books for a wide variety of ability levels
- Share how your students respond to particular books with other teachers or other university students
determining good literature
A teachers first priority is to choose books that students will like and will read. It is important to take into consideration students diverse backgrounds, academic abilities, and interests. Teachers must be knowledgeable and enthusiastic about children’s literature. Consider the following:
- The collection needs to contain modern, realistic literature as well as more traditional literature.
- The collection needs to contain box that realistically present different ethnic and minority groups and non-traditional families as well as mainstream Americans.
- The collection needs to contain books with different types of themes and books of varying difficulty.
- The collection needs to include non-fiction, as well as fiction.
multicultural literature
In a multicultural society made up of diverse groups to maintain their own cultural to traditions and experiences, books help us celebrate our distinctive differences and understand our common humanity. Stories are told through poems, folklore, picture books, realistic and historical fiction, biography, and nonfiction. Culturally diverse books, also represent the literature of the regional religious groups. All culturally diverse books portray what is unique to an individual culture and universal to all cultures.
designing a classroom library
access to books in classroom library‘s affect students reading. Students will read 50% more books in classrooms with library’s than those who don’t have such access. A wide range of books on various reading levels is essential. As a classroom collection is compiled, the science, math, art, social studies, and musical curricula needs to be considered. Pay attention to the area of the classroom that houses the library. Specific physical features of classroom library as can increase students voluntary use of books. The classroom library should be highly visible; this communicates that it is an important part of the classroom. Clear boundary should set the library area apart from the rest of the classroom, the library is a quiet place for five or six children to read away from the rest of the classroom. Books in the library are organized and labeled by genre, theme, topic, Auster, reading level, content area, or some combination of these features. Literature oriented displays such as flannel boards, puppets, book jackets, posters, and talking books boost interest and enthusiasm.
Listening to literature
Children learn that literature is the source of pleasure from hearing Literature read to them. When they listen to literature, children especially those from a culturally and Luke linguistically diverse background, are exposed to stories and poems they cannot, or will not, read on their own. Often, once children are excited by hearing a selection, they want to read it for themselves. Through hearing stories and poems, students develop a positive disposition towards books. Cumulative experiences with hearing stories and poems are likely to improve reading comprehension and vocabulary development. Listening to stories and poems can also provide a basis for group discussion, which often leads to shared meanings and points of reference. Being read aloud to to help students develop literacy and language skills and interest in reading, and provides opportunities for social interactions.
reading aloud
teachers tend to read to children 10 to 20 minutes a day. However only 34% of the time spent on these read aloud‘s is related to units of study. The amount of booktalk following read aloud‘s often lasts fewer than five minutes. Students rarely encourage in exploring their response to literature during a read aloud.
helping students choose just right books
One trait of independent readers is the ability to select books they can enjoy from which they get personally important information. Good readers know how to select literature relevant to their interest in reading level, where is struggling readers do not. Teachers can tell exciting anecdotes about authors, provide previews of interesting stories, show videos about stories, suggest titles of stories that match students interests, encourage authors searches on the Internet, share level books listings, or compile teacher and/or student annotated book lists. Children also need to be shown how to choose books. Children should be asked to choose and read books of three different difficulty levels.
core books: A collection of books that forms the nucleus of a school reading program at each grade level; usually selected by a curriculums committee (like a basal).
literature circles: A discussion or study group based on a collaborative strategy involving self selection of books for reading; each group consists of students to independently selected the same book.
reading workshop
reading workshops provide an organizational framework that allows readers to demonstrate their use of reading strategies by responding to books and sharing meaning with others. Reading workshops have several key features:
- sparking interest
- Minilessons
- Status of the class report: helps monitor progress
- Sustained silent reading
- Individual reading conferences
- Group sharing time
roles in literature circles
responses to literature
Every reading event or transaction involves a reader in the text; meaning that results from the transaction are dependent on both entities. When I read her approach is a reading event within efferent dance, attention is focused on accumulating what is to be carried away from the reading. Teachers create responsive environments in their classroom by inviting students of all abilities and from diverse backgrounds to react to literature through various symbol systems and modes of expression: art, movement, music, creative drama, talk, writing.
read-response theory: A theory that proclaims that the reader is crucial to the construction of the literary experience
Classroom application
the section of the text on creating your classroom library was the most interesting for me! It gave real tips, like making it a separate part of the room, or adding book posters! these are tips that I will actually take and use!
Payge Rivord 