1. Children’s Literature Week 2
RDG/350
August 22, 2012
Presented by::::::
Ali McManus

2. Agenda
6:00 – 6:20 – updates , purposes of reading and major genres of children’s
literature
6:20 – 6:30 – Read Aloud (from one of you)
6:30 – 7:00 - Picture Books anD literary elements in children’s literature
7:00 – 7:30 - Dinner Break
7:30 – 8:00 - Group Presentations
8:00 – 8:30 - Methods of selecting books and the importance of literature in
facilitating children’s language and literacy development
8:30 – 8:45 - Read Aloud (from one of you)
8:45 – 8:55 - bathroom break
8:55 – 9:05 - Read Aloud (from one of you)
9:05 – 9:30 - next week’s assignments
9:30 – 10:00 – Learning Team meetings

3. Updates
• ECH endorsement
• Field Experience Record

4. Objectives
• 1.1 Distinguish among major genres of
children's literature.
• 1.2 Describe literary elements in children's
literature.
• 1.3 Evaluate the merits of visual elements in
children's literature.
• 1.4 Analyze methods of selecting books.
• 1.5 Research various children's book awards.

5. Conceptual Framework Themes
Addressed This Week
• Advocating for Learning
• Valuing Diversity
• Collaborating with Educational
Communities

6. Purposes
• Why do people read?
– Strategies expository (informational text)
• Survey, Question, Read, Recite, Review (SQ3R)
• Know Want Learned (KWL) charts
• Graphic Organizers
• Semantic Mapping

7. Purposes
• SQ3R Explanation
• With a partner use the biography given to
you, skim the book and complete the
chart.
• Share out

8. Genres of Children’s Literature
1) Poetry
1) Poems and drama are important genres that introduce children
to verse, prose, rhythm, rhyme, writing styles, literary devices,
symbolism, analogies, and metaphors. ie. Stopping by Woods
on a Snowy Evening by Robert Frost
2) Traditional literature – Folklore or Folk Literature
2) Stories that are passed down from generation to generation,
changing slowly over time are called traditional literature. In
many ways, this is what makes them so fascinating - they
provide a link between the past and the future. Ie. The Three
Bears, Brer Rabbit, and The Gingerbread Boy

9. Genres of Children’s Literature
• 3) Realistic fiction and historical fiction
– Historical fiction contains stories that are written to portray a time
period or convey information about a specific time period or an
historical event. Ie. Grandfather's Journey by Allen Say
– Realistic fiction includes stories based on current events. ie.
Tales of the Fourth Grade Nothing by Judy Blume ...true to life
tales of children's lives
• 4) Modern fantasy
– The stories are contemporary or are nondescript as to when they
occur. They are imaginative tales require young readers to
accept elements and story lines that clearly cannot be true -
readers must suspend disbelief. ie. Charlotte's Web, by E.B.
White

10. Genres of Children’s Literature
• 5) Science fiction – The Giver by Lois
Lowry
• 6) Nonfiction and informational books
– Books that are designed to help readers learn
more about real things. They provide young
readers information without the literary
devises common to fiction. ie. Escaping
Titanic: A Young Girl's True Story of Survival
by Marybeth Lorbiecki

11. Genres of Children’s Literature
• 7) Autobiographies and biographies ie.
Helen Keller by Margaret Davidson
• 8) Picture books – We have a plethora
here tonight.

12. Read Aloud
• Time to read aloud

13. Type of Picture Books
• Nursery rhymes
• Counting Books
• Alphabet Books
• Concept Books
• Wordless Books
• Big Books

14. Characteristics of Picture Books
• (1) Format is predictable and consistent
• (2) Emphasis is on the visual
• (3) Vocabulary is age-appropriate
• (4) The book is uncluttered and easy to
understand
• (5) Action is used to develop the
characters

15. Characteristics of Picture Books
Informational
Strategies for reading
• Choose a picture book and answer these
expository text
Survey, Question, R
ead, Recite, Review
questions: (SQ3R)
– Is the format predictable and consistent and what is
Know, Want, Learne
d (KWL) charts
the evidence of that? Graphic organizers
– How do you know that the emphasis is on the visual?
Semantic mapping
Materials
– What age group would this be appropriate for? What
Reference materials
vocabulary is used that made booksdraw this
Trade you
conclusion? Newspapers
Magazines
– What action is in the story that manuals develop the
How-to would
characters?

16. Picture Books
• After completing this activity what do you
think the purposes of picture books are?

17. Purposes
• (1) Stimulating the imagination
• (2) Encouraging observation
• (3) Dealing with emotions
• (4) Building prediction and other reading skills
• (5) Developing a love of literature
• (6) Having fun with books
• (7) Building community
• (8) Appreciating beauty
• (9) Learning about the world
• (10)Learning about people, relationships, and feelings

18. Uses in the Classroom
• With a different partner, please discuss
how picture books can be utilized in
classrooms and make a poster with a list
of your ideas.

19. Uses in Informational
the Classroom
Strategies for reading
• (1) In all grade levels expository text
Survey, Question, R
• (2) As a model for writing and art projects
ead, Recite, Review
• (3) Introduce a lesson or topic (SQ3R)
• (4) Enrich a unit of study Know, Want, Learne
d (KWL) charts
• (5) For author studies
Graphic organizers
• (6) For incorporating drama andSemantic mapping in the
physical response
classroom Materials
• (7) Bring humor into the classroom Reference materials
Trade books
• (8) Develop vocabulary Newspapers
• (9) For developing community and shared experience
Magazines
• (10) Discuss values and life skillsHow-to manuals

20. Conceptual Framework
• How is “Valuing Diversity” incorporated
within using picture books in classrooms.

21. Literary Elements of Children’s
Literature
• According to readings
from this week, what
are the important
elements in Children’s
Literature?

22. Literary Elements of Children’s
Literature
• Plot • Emotional Impact
• Characters • Imaginative Impact
• Setting • Vision
• Theme
• Style

23. Visual Elements of Literature
• Colors, Lines, Shapes, Texture, Compositi
on. What do each of these refer too
according to the readings this week?
• As I read a book, please write down what
you notice in regards to these specific
elements.
• Let’s chat

24. Conceptual Framework
• How is knowing these visual element
considered as “Advocating for Learning”
when it comes to being an educator?

25. Dinner Time

26. Group Presentations

27. Methods of Selecting Books.
• 1) Select books based on children’s developmental levels.
• 2) Select books based on children’s changing interests.
• 3) Select books based on children’s emotional and social needs.
• 4) Select books related to state standards.
• 5) Use the Five Finger Method to determine appropriate reading
level.
• 6) Use national recognized reading lists
• a) Student choices International Reading Association (IRA)
• b) Teacher choices International Reading Association (IRA)
• c) National Content Area Organizations
• d) State Education Departments

28. Methods of Selecting Books
• Plots that grip and satisfy
• Select for joy, not for how you can use it
• You know your kids better than anybody and so you
should always choose books yourself without completing
relying on the recommendation of others.
• Use books you know, like and feel comfortable
discussing
• Think about what you value, what the purpose for
reading the book is, and who your audience is
• Why would the methods work well when selecting
literature?

29. Activity
• Share a memory of a time in your learning
when, given assistance by other students
or the teacher, you accomplished
something you couldn’t do before. Can
you explain your own Zone of Proximal
Development (ZPD) in terms of something
you’re currently trying to learn?

30. Break

31. Read Aloud

32. Book Awards
• a) Caldecott® Medal
• b) Newbery® Medal
• c) Coretta Scott King Award

33. Assignments
• Genre Presentation – Individual due next week – 8/29/12
• Genre Celebraton Draft – Learning Team – due next week 8/29/12
• Caldecott and Newberry Award Book Summaries –Week Four –
9/5/12
• Censored Book Reflection – Week Four 9/5/12
• Book Response and Reflection – Week Four 9/5/12
• Genre Comparison Chart – Week Four 9/5/12
• Issue and Trend Interview Paper – Librarian – Week Five 9/12/12
• Anticipation and Reaction Guide Summary – Week 5 9/12/12
• Genre Celebration – Learning Team due in Week Five 9/12/12

34. Conceptual Framework
• How have we collaborated with
professional communities this week and
tonight?

35. Learning Team Meetings
• Please make sure to stay on campus until
10pm.
• I will be here should anyone have
questions.