This chapter presented many information that will permit me to read and evaluate kids books. I will use most of the questions on pages 75 and 79. Much of the information relates to literature in general such as setting, mood, characters and plot.
I have read some of the books mentioned :ie "Madeline" and "The Cat In the Hat". Sometimes if one over analyzes the material it loses its meaning. Since the world is Multi-cultural, the information in this chapter reinforced many of my personal teaching methods and approcahes.
As I stated, my question/challenge is to chose and present appropriate material to all children. The chapter answered many of the questions I had about appropriate material to discuss.
When I read, even to children, I do not consciously think about plot, characters, conflict or setting. However, after reading to a class I will go into details about the book.
In chapter 3, I thought it was wonderful that there is a "Children's Choice" award. Growing up, I recall that we were suppose to read these books that were awarded by people I didn't even know. A lot of the books I did not care for. I believe it is great to empower the kids and let them know they their opinion is heard. To get children to read during the summer, I thought it would be a good idea to have their class's own children's choice awards. Over the summer, encourage them to read books and find the favorite for different categories such as: most memorable character, funniest book, etc.
In contrast to you not consciously thinking about plot, characters, conflict or setting. My teachers have burnt that into my brain. However, I was never really excited about learning it. I am interested in learning how to get the children excited about learning literature and all of its components.
Chapter 3 allowed me to learn the process of book critiquing, more than the superficial knowledge I remember from High School! After reading books, I generally just do a "I like it" or not review; this chapter gave me the information needed to be a little more discerning in book reviews, and have a deeper understanding of the books I read, and why I may or may not like them. I have had no English instruction since High School, so this chapter gave not only a refresher on some basic structure of stories (like plot and theme), but also added onto knowledge (characterization). The examples the text used and lists of books were amazing as well. Overall, I found this chapter very interesting and informative. I especially enjoyed the section that included ideas for teaching to students, including projects and techniques for use in the classroom.
Lacy E and Betty-- I am similar to Betty in that, reading to my son, I never stop to think about plot, theme, climax.... But I, as well, am excited to learn about the process of teaching literature to children. It's amazing to read about the techniques that I would never have thought of, but can completely understand why they would work.
sarah, That is it exactly. We do these things with our children, but never put them into prospectives of character, plot, theme, or setting. Chapter 3, is even divided between therapist. Each has a different way of dealing with children, but with almost the same results
This is my favorite chapter so far, as I feel overwhelmed when facing the amount of children book options out there. I have wondered how I would ever decide which ones are the best ones to choose for a classroom. Along with the lists in the book, this chapter gave me a good understanding of things to look for when evaluating possible titles. The evaluation criteria listed on page 75 of the seventh edition will travel with me for the rest of my teaching career! As educating children on multicultural issues becomes more important in our diverse population, the information on selecting good titles of multicultural fiction is especially important. This is an area that I feel I need help in to build a good classroom library and I will use many of the suggestions given in this section of the textbook. Having a review of the literary elements and how they impact evaluating literature was very helpful, as it has been a long time since I have been exposed to this information. It also helps in making sure that the classroom library is well-rounded, exposing children to a wide variety of conflicts, main characters, settings and themes. This chapter has made me much more knowledgeable on children’s literature and I can’t wait to apply this information throughout the semester and for many years to come.
Lacey- I thought your idea about doing your own "children's choice" awards in your classroom is a very good idea, and good to have kids look for certain literary elements as different categories. I agree with you that some of the books given high awards were not my favorites growing up, and it is important to offer the books that kids will be interested in when they are learning to read.
Chapter 3 Everyone has had some great things to say. I hate to repeat the same things that excited them also excites me. I am glad that now I have a better understanding of how to critique a book. There are so many parts of a story that having all the information about the plot, setting, theme, characters, etc. was a great refresher course. (I've been out of school for two years.) I liked that some of the charts had recommended book list in them. A lot of the books mentioned in the charts I have never read. I like how the book is full of recommendations for books that fit certain areas of literature. I am an enthusiastic reader (when I have the time) and hope that I can encourage my students to be the same way.
Ch. 3 I really appreciate the evaluation process that literature programs are offering today. I can now pinpoint what things I did or did not like in a book. I remember back on different times where I would read the first chapter of a book, and think to myself, what things I did or did not like, but I could not put a name to what it was, such as plot, theme, or characters. I really like how we are becoming a nation with so much multicultural learning. Through multicultural literature, we can focus on the different groups of people and learn directly through the characters in the books what they want us to know. Accessibility of literature for children is so important. Why does funding always have to be an issue and the source of reading materials for schools? How come we do not promote cooperation between public and school libraries? Being an evaluator of literature involves a relationship by the reader, on a personal level, with their book. This new way of thinking could help push back the resistance of those students who do not like to read. If they could become critical of a book, perhaps that would enhance their self-esteem and encourage them to read more. If they learned how to evaluate correctly on literature, then perhaps this could spring board and help them to correctly evaluate other things in their lives.
Re: Lacy E. I connected to what you were saying. For me, growing up, reading books with awards didn’t impress me. If the plot or theme was good, I was probably turned off with the illustrations. The summer is a challenging time to get children to think about reading. I liked your idea of creating children’s choice awards!!
In chapter 3 it gives us a lot of information about literary elements such as plot, theme and style. What I liked best is the information it gives us about how to apply that in teaching children about these elements. Even if you know what they are it is sometimes difficult to explain an d teach them to children. I enjoy the way the text gives so many examples and really goes into depth about everything. I also like the way it talks about children critics. I agree with the point that children are eager to talk about the books they like. I have my own favorite authors and their writing styles. Why wouldn't children? Maybe they don't understand why or what they like about a particular author, but with some education in literature they can. Who knows, we may be teaching the next great American children's author.
Betty,I agree with you that if you analyze too much the material looses meaning. Of course we don't want to analyze everything, but it does help to know what things to look for when choosing a book for a child. I don't consciously think about the plot and theme and style either when I am reading. I think we only think of those things if the book is really poorly written. Then those things become more obvious. A well written piece has a flow and enjoyable to read.
Sarah I too am amazed at the countless books that are referred too in the text. I plan to keep my textbook. We are only to chapter 3 and I can see where this will become very handy in the future.
Chapter three introduces us to the basic make up of the books. The plot, point of view, climax, theme, setting, and style. These are things we really don't think about when we are reading a book. I really wasn't to interested in reading books as a young adult. But when I started working at the middle school as a tracking teacher. I discovered that reading was really enjoyable. Our job as a teacher is to help our students to find reading fun and enjoyable. Chapter 3 also points out that gifted students own more books and vistit the library more often then on level students. I believe all students are gifted in their own way. Student are going to vary in the interest of reading. We as educators need to steer them in the direction of interest. Whether it be fantasy, picture storybooks, or historical fiction. There are numberous book titles in the chapter that I have read, some of the others have are being used in the 6th grade literature classes at my school. It's great getting to know more about why these books are used in the classroom and through out the levels of learning for young readers. In conclusion I want to say this chapter had a lot of useful information that I will apply when I begin teaching.
Lacy, I think your idea of a children's choice awards is awesome. My children hate to read in the summer, but if they had activity associated with reading it would help. I may try it with my own kids this summer. I believe to really enjoy reading you need to stay reading.
Chapter 3 I enjoyed this chapter. Being able to evaluate the literature will help you suggest choices for the children and students. The evaluation criteria on page 75 will be a helpful tool. The chapter also brought up an interesting point that multicultural literature needs a little bit different criteria. The chapter also talks about the different parts of the story. Evaluating the plot, characterization, setting, and style of the book will help you recommend books for students. I was surprised to see that people read less and less as they grow older. I would have to say for myself I read almost as much as I did if not more. This was a good lesson that made me think a little bit more about what I was reading.
Jody B-- It's great that you have already read, or have experience with, so many of the books the text has mentioned. You will be better able to steer those kids in the direction of their interest. That's a great opportunity. I don't have as much experience with these books, so I'm going to have to do a lot of reading to catch up!
Chapter 3 I enjoyed reading this chapter because it had many different useful ideas that can be used in the classroom. I think the evaluation criteria on page 75 will help me pick books that will benefit my students more. I want to find books that the students will enjoy and also be able to understand. I help students in a reading class, and I found the information about literary elements very helpful. We work on this daily in our 8th grade reading class to get our students ready for the state assessments. This chapter provided a needed refresher on how to go over these elements with students. Also, I enjoyed the ideas on how to get children involved in the plot such as acting out a play.
Chapter 3: Evaluating and Selecting Literature for Children
Chapter three was very informative. The literary elements such as plot, characterization, setting, theme, style and point of view were all broken down and clearly explained. I love the evaluation criterion list on what to ask myself while reading a book. I think this is something every teacher should look at when selecting a book to read to their students. I believe, this would help them choose a “just right” book. Furthermore, chapter three highlights how important it is to make literature accessible to children. I strongly believe we all can start our classroom library from now and we should include several genres because children like choices just like adults. I have a lot of old books my kids use to read and I started collecting them for my future classroom. I believe it is always good to prepare.
Chapter three had a lot of information that I will find useful in teaching reading classes and in leading book discussions in the library. I liked the BOOK WEB on page 111 and will use that approach often in reading and language arts classes. I like how it fits a lot of concepts in a small amount of space.
I liked the FIVE OBJECTIVES OF A LITERATURE PROGRAM: entertainment, literary heritage, formal elements, understanding of self and humanity, and evaluating reading. In a nutshell these five objectives encourage the selection of a wide variety of literature for a class.
The section on EVALUATING MULTICULTURAL LITERATURE brought to my attention something I had never thought about before. I have never thought to check and see what ethnic background people have what jobs in a book. I would never want to encourage sterotyping of an ethnic group or to plant seeds of prejudice, but I may have done that with books. Now I'm starting to look at the pictures and see who is included. Are the characters all white? My students aren't all white and the illustrations in the books I use should reflect that. It just had never dawned on me that I might be reading books that leave out some of my students.
The text talks on p. 99 about ACCESSIBILITY to books in the home. I liked that they included going to the public library. Not everybody can afford to buy books, but libraries are free to the user. I would like to add that interlibrary loan is available at public libraries. I have found references to books on teaching that I couldn't afford and my public librarians have bee happy to request them for me. When I was a junior in high school I lived in La Crosse, KS and I wanted to do a paper on the impeachment of Andrew Johnson. The librarian requested my books from Fort Hays and I got to do my paper. How wonderful that we are not even limited by the books available in our town. Those of you that can't find the books you want to use for this class can ask your public librarians if they will request them for you from another library. And ask if you can't find the book...one of the boosk I needed was displayed away from where it should have been!
Allison M I'm impressed that you have already started collecting books for your future classroom. I'm in classrooms all the time where teachers have added to the classroom library with their own selections. Like you I should be doing that a little at a time. In middle school the students are always supposed to have a book with them, but some don't. I don't want to take any risks by having a book not in the school library, but I could carry around a few of my favorites that are on the school list. Some of the best books are always checked out.
I was invited to a winter party for a 3rd grade class this year and the teacher had a book order pamphlet and a gift certificate for each child. At the first of the party, each student selected a book that would arrive after winter break. That was the teacher's present to the students.
Chapter 3 I really appreciate the refresher course that chapter 3 has given me. As I was reading I often remember when I was in school and my teacher would ask us about the setting, plot, and theme. Now there's so many ways you can break down a book. I'm looking forward to using these in the near future.
Laura that's a great idea to build a classroom library so that we can become more familiar with multicutural literature. I think everyone should learn about that type of literature.
Alison I think it's great that you have started collecting your books for your future classroom. I have lots of books myself. I use to go to the book fair and purchase books for my daughter and newphews. Well my daughter has out grown them but, I still have them in my possession. All types of children literature books are great to have. Good Luck in the near future.
Chapter 3 in our text book was very interesting in my opinion, long but interesting! I thought it was really great when the author talked about the “Standards for Evaluating Multicultural Literature” (p.77). I think that reading multicultural books to students is very important, in many ways. Students need to be able to learn about other people cultural whether they encounter someone from a different cultural or not. I also really enjoyed reading about the different types of conflicts involved in children’s literature or any literature for that matter. As well as the conflicts, reading about theme and plot was also really interesting. I do find it difficult to sometimes determine the theme of a book because there are times when it is very hard to find. It seems to me that sometimes the theme of a book can be totally different from reader to reader; it is all how you read and understand the book. I found this chapter really interesting because I am working on writing a children’s book and am really struggling. I love to write and I have so many stories to tell, but when it comes to getting them down on paper, I really struggle. This chapter really helped me to understand what is needed to make a children’s book great, to make it one that will be remember by many. If anyone has any tips on writing a children’s book, let me know. I’d be happy and very grateful to hear them. I did not really have any questions for this chapter, as it was very clear and precise about the topics discussed.
RE: CAROLYNS. Wasn't it wonderful to get a refresher in the concepts of literay elements. I remember talking about all of them when I was in school, but it is so long, I found it very interesting to read about all of them again and to look at them from an adult perspective, much more entertaining and worthwhile.
RE: MEREDITH. I love that you brought up the Accessiblity point. It is so wonderful that public libraries allow so many children to get books that they might not otherwise be able to get ahold of. I know the students I worked with in class, most of them had not had the opportunity to sit down and read a book with an adult prior to class or even look at one on their own. It is so wonderful that libraries are open to everyone, no matter how much money or standing family has in society. I just loved the feeling of making a little students day when I would read a book to him/her one-on-one and they would just curl up beside me and listen so intently. Isn't it amazing what a book can do?
Great responses to chapter 3! Besides collecting books for the classroom, we can donate old books to the less fortunate in our "own community". My suggestion is never throw out books, please donate them.
There was so much that I liked about chapter 3, I really do not know where to start. The first thing that I like was that I described the literary elements. Things such as plot, theme, characterization, setting, stlye, and point of view. Knowing and understanding these things as a teacher can help you help the your students better understand a story.
The second thing that I like about this chapter was that it gave some guidlines that teachers and parents can use in deciding what the right book is for their children or students. Accessibility is one and talks about how books must be accessible is children and students are going to read them. Readability is another and talks about how the book needs to conform the a particular childs reading level. Interest is one of the last, but is also probably the most important, mainly because if a child is not interested in a particular book, they are not going to read it.
I agree with you, books should be donated. If your local library does not take them, ask and they will probably know where you can take them. If you absolutely can not find some place to donate them, you can recycle them.
I agree with you about the evaluation criteria on page 75. I think that it is important as a reader. I also think that it is important as a teacher to have the students evaluate the story as well. I think that using that criteria as a discussion may help the students better understand the story.
I love your idea about having a class choice award. I think the kids would enjoy this and it would be interesting to hear the various choices they come up with. Great idea!
I found chapter 3 very interesting! I agree that you have to have a good plot, characterization, setting, theme, style and point of view. All of these are important to readers so that they enjoy the book. I love nursery rhymes and I think it's good to read them to children. They can tell you what order they happened in the nursery rhyme. From nursery rhymes to books, children will be able to comprehend what it taking place in the story. I like how they do "an in-depth analysis" of the different literary elements.
I have to agree with Meredith. I had never thought that evaluating multicultural books would be different than any other kinds. I have lived in small town Kansas for most of my life. There is not much diversity here so I'm not as actively aware of all the different cultures. This is good reminder that I should be more familar.
Alison M, I have also started a collection of books for my library when I become a teacher. I find myself telling the students at school when they check out books from the library that my daughters read that book and loved it or something like that. They get so excited when they start to read.
Luke S, I agree with you that books need to be interesting or a child won't want to read them. Right now my 7 year old daughter is reading Junie B Jones books. The other night before bed, I read some to her and I was laughing just as much as she was.
This chapter had a wealth of information. I think that the different evaluation criteria could be very helpful not only to teachers but to parents as well. Teachers could use this criterion in helping to create assignments. This criteria could also be used by the teacher to help in determining what books might be present in the classroom. The section on literary elements had a lot of information that I had learned many years ago when I was in school. But since I had been out of school for so long it was nice to get a crash course in some of these topics
Luke I agree with you that is is vitally important for teachers to understand all of the literary elements of the story. If I as a teacher do not understand these things than how can I effectivly teach them.
I totally agree with you about the chidrens choice award. I think it is great for the children to have their say in what book are good and not. Grown ups dont see the books like the children do so I think it is very important to have the childrens opinion on books.
I really enjoyed reading chapter 3, about how teachers and librarians choose books and authors to read with the students. I think that the information about the book reviews and reviewers was very helpful I think that it will come in handy not only when choosing books for my classroom but also with choosing book to read to my children. I agree with the book about how a book can not preach its view or meaning it needs to make the point through out the book and pictures.
This chapter reminded me of sixth grade. I had a teacher who told us on our first day that we would become well rounded people by the end of class. We did. We studied Hatchet and Bridge to Terabithia, I remember how strongly I could identify with the characters and How I wanted more for them. This is what I wanted to share as a teacher. The best book I have read to a child so far was about a mixed family, the little stayed with her father while her mother was at work. They discussed how he was lighter than she and found a way to make each of them like the other (coffee grounds on his face and flour on hers). I Wish I knew the author and title.
Lacey and Robin, The idea of a Children's choice award is brilliant. I feel like my brain has been occupied with other things lately so I would have never thought of anything like that. Robin, I have highlighted (in many colors) and written in my books too. I think that there's too much good information in this book to remember and for that reason I have to keep it.
The book talks about “The Right Book for Each Child” this is so true. No one child reads at the same level or at the same pace. They don’t all like the same types of books. Children have to be able to choose books that will spark their minds. We as upcoming teacher need to know how to give them that spark and make books accessible to them. I think that it is good that there is an award that children can give out on books that they like. This may make it easier for other children when they are looking for books. This should be done everywhere.
Relpy to Joan Books do make great gifts for children as will as adults. We just had a baby shower at work and all she wanted was books to read to her baby. She even has a book list. Now I though that was great. I had never seen that done, but there is a first for everything. I just wish older kids would ask for books more ofter rather than a game.
I really enjoyed the section ont he book on Values of Multicultural literature. I have never thought of having goals for multicultural education before. It was interesting to think that many of these goals can be reached thru literature. I think that evaluating multiculture literature is a hard thing to do. There are so many different things that a reader needs look at to evaluate it.
Tamika, I agree with you, that us a teachers need to know what books spark an interest for each of our students. If we are able to find this, hopefully our students will enjoy reading, and strive to read at a higher level
I really enjoyed this chapter. In the future, I am sure that it will be extremely helpful in choosing books. However, the part of the chapter that I really enjoyed was the explanation of plot, theme, ect. I went to school in Colorado and it was a small country school. I felt then and still feel that there was not much emphasis on reading or literature. I was very disappointed because I loved to read. As a freshman, I transferred to a new school and felt completely lost when it came to analyzing books. This chapter helped me understand it better and now I feel I could teach my students. I also loved the part where it talked about the children as critics. I believe it is very important for children to review books. This was such a great chapter. I loved the books that were used as examples especially "Number the Stars" and "Out of the Dust."
I agree completely that the multicultural books are becoming even more important in today's society. Books teach us all sorts of lessons and I think this would be a good way to do it. I also completely agree that the theme of a book can differ from person to person. Good luck writing your book, I admire that ambition!
I also liked the part about Children as critics. I feel it is important for children to analyze their literature, but I do agree that it can also get them excited. I never really thought about it that way, but I had my favorite books and authors growing up, and I think it woudl have been fun to discuss it with someone.
Many times when reading a book we don't notice if a book has all the appropriate literary elements but we certainly seem to notice if it doesn't. As the book has taught us and as many of us know first hand, as educators it is very important to expose children to various types of literature, literature that includes all of the literary elements presented in the book. However, I think exposing older children to some books that don't include all of these elements could also be helpful. After reading sub par stories children will begin to think critically about why they didn't enjoy the story and will begin to point out what is missing, then seeing the elements more clearly in books they consider good. My favorite types of stories are those that deal with a person-against-self conflict. These are the conflicts that I feel are the hardest for people to deal with in real life. When you are a child you are on a journey of learning, learning the difference between right and wrong, learning what to do in different situations. What a person chooses to do or not to do can shape who they are and who the become. That is why children really connect to these stories and why they can be so influential. When I was a child I remember relating to characters who were in these type of dilemmas and who learned lessons about themselves at the end of their stories. I wonder how I will use these types of books to help children who are experiencing difficulties in their own live and facing difficult choices?
Response to Sarah C: Sarah I agree, I usually do the same thing when I am reading books. I always felt that critiquing books was more of an emotion or instinct. Although I was taught all of these elements I never really learned how they related to the appeal of the book I was reading. So, I enjoyed learning about the elements again and why they are significant to me and the children I will teach.
I think it is very important to start planning for the future. That is one of the main reasons I look at the book order forms from Scholastic more so I can get some books I can use in the future. Also, I donate books along with my clothes. Someone might be able to use them.
Lauraa, I agree with you! I enjoyed reading the other chapters, but I feel as if I can use more of the information that was presented in this class. It was a great refresher and also gave great ideas. I help students in a Reading class in junior high, so I have worked pretty extensively with the plot, theme, setting, and other story elements. I think this chapter will give me a better understanding.
Chapter 3 I enjoyed reading this chapter because it had many different useful ideas that can be used in the classroom. I think the evaluation criteria on page 75 will help me pick books that will benefit my students more. I want to find books that the students will enjoy and also be able to understand. I help students in a reading class, and I found the information about literary elements very helpful. We work on this daily in our 8th grade reading class to get our students ready for the state assessments. This chapter provided a needed refresher on how to go over these elements with students. Also, I enjoyed the ideas on how to get children involved in the plot such as acting out a play.
I think it is very important to start planning for the future. That is one of the main reasons I look at the book order forms from Scholastic more so I can get some books I can use in the future. Also, I donate books along with my clothes. Someone might be able to use them.
CHAPTER 3
ReplyDeleteLITERARY ELEMENTS & BOOKS SELECTION
This chapter presented many information that will permit me to read and evaluate kids books. I will use most of the questions on pages 75 and 79. Much of the information relates to literature in general such as setting, mood, characters and plot.
I have read some of the books mentioned
:ie "Madeline" and "The Cat In the Hat". Sometimes if one over analyzes the material it loses its meaning. Since the world is Multi-cultural, the information in this chapter reinforced many of my personal teaching methods and approcahes.
As I stated, my question/challenge is to chose and present appropriate material to all children. The chapter answered many of the questions I had about appropriate material to discuss.
When I read, even to children, I do not consciously think about plot, characters, conflict or setting. However, after reading to a class I will go into details about the book.
In chapter 3, I thought it was wonderful that there is a "Children's Choice" award. Growing up, I recall that we were suppose to read these books that were awarded by people I didn't even know. A lot of the books I did not care for. I believe it is great to empower the kids and let them know they their opinion is heard. To get children to read during the summer, I thought it would be a good idea to have their class's own children's choice awards. Over the summer, encourage them to read books and find the favorite for different categories such as: most memorable character, funniest book, etc.
ReplyDeleteAnnmarie,
ReplyDeleteIn contrast to you not consciously thinking about plot, characters, conflict or setting. My teachers have burnt that into my brain. However, I was never really excited about learning it. I am interested in learning how to get the children excited about learning literature and all of its components.
Chapter 3 allowed me to learn the process of book critiquing, more than the superficial knowledge I remember from High School! After reading books, I generally just do a "I like it" or not review; this chapter gave me the information needed to be a little more discerning in book reviews, and have a deeper understanding of the books I read, and why I may or may not like them.
ReplyDeleteI have had no English instruction since High School, so this chapter gave not only a refresher on some basic structure of stories (like plot and theme), but also added onto knowledge (characterization). The examples the text used and lists of books were amazing as well.
Overall, I found this chapter very interesting and informative. I especially enjoyed the section that included ideas for teaching to students, including projects and techniques for use in the classroom.
Lacy E and Betty--
ReplyDeleteI am similar to Betty in that, reading to my son, I never stop to think about plot, theme, climax.... But I, as well, am excited to learn about the process of teaching literature to children. It's amazing to read about the techniques that I would never have thought of, but can completely understand why they would work.
sarah,
ReplyDeleteThat is it exactly. We do these things with our children, but never put them into prospectives of character, plot, theme, or setting. Chapter 3, is even divided between therapist. Each has a different way of dealing with children, but with almost the same results
This is my favorite chapter so far, as I feel overwhelmed when facing the amount of children book options out there. I have wondered how I would ever decide which ones are the best ones to choose for a classroom. Along with the lists in the book, this chapter gave me a good understanding of things to look for when evaluating possible titles. The evaluation criteria listed on page 75 of the seventh edition will travel with me for the rest of my teaching career! As educating children on multicultural issues becomes more important in our diverse population, the information on selecting good titles of multicultural fiction is especially important. This is an area that I feel I need help in to build a good classroom library and I will use many of the suggestions given in this section of the textbook. Having a review of the literary elements and how they impact evaluating literature was very helpful, as it has been a long time since I have been exposed to this information. It also helps in making sure that the classroom library is well-rounded, exposing children to a wide variety of conflicts, main characters, settings and themes. This chapter has made me much more knowledgeable on children’s literature and I can’t wait to apply this information throughout the semester and for many years to come.
ReplyDeleteLacey-
ReplyDeleteI thought your idea about doing your own "children's choice" awards in your classroom is a very good idea, and good to have kids look for certain literary elements as different categories. I agree with you that some of the books given high awards were not my favorites growing up, and it is important to offer the books that kids will be interested in when they are learning to read.
This comment has been removed by the author.
ReplyDeleteChapter 3
ReplyDeleteEveryone has had some great things to say. I hate to repeat the same things that excited them also excites me. I am glad that now I have a better understanding of how to critique a book. There are so many parts of a story that having all the information about the plot, setting, theme, characters, etc. was a great refresher course. (I've been out of school for two years.) I liked that some of the charts had recommended book list in them. A lot of the books mentioned in the charts I have never read. I like how the book is full of recommendations for books that fit certain areas of literature. I am an enthusiastic reader (when I have the time) and hope that I can encourage my students to be the same way.
Ch. 3
ReplyDeleteI really appreciate the evaluation process that literature programs are offering today. I can now pinpoint what things I did or did not like in a book. I remember back on different times where I would read the first chapter of a book, and think to myself, what things I did or did not like, but I could not put a name to what it was, such as plot, theme, or characters.
I really like how we are becoming a nation with so much multicultural learning. Through multicultural literature, we can focus on the different groups of people and learn directly through the characters in the books what they want us to know.
Accessibility of literature for children is so important. Why does funding always have to be an issue and the source of reading materials for schools? How come we do not promote cooperation between public and school libraries?
Being an evaluator of literature involves a relationship by the reader, on a personal level, with their book. This new way of thinking could help push back the resistance of those students who do not like to read. If they could become critical of a book, perhaps that would enhance their self-esteem and encourage them to read more. If they learned how to evaluate correctly on literature, then perhaps this could spring board and help them to correctly evaluate other things in their lives.
Re: Lacy E.
ReplyDeleteI connected to what you were saying. For me, growing up, reading books with awards didn’t impress me. If the plot or theme was good, I was probably turned off with the illustrations. The summer is a challenging time to get children to think about reading. I liked your idea of creating children’s choice awards!!
In chapter 3 it gives us a lot of information about literary elements such as plot, theme and style. What I liked best is the information it gives us about how to apply that in teaching children about these elements. Even if you know what they are it is sometimes difficult to explain an d teach them to children. I enjoy the way the text gives so many examples and really goes into depth about everything.
ReplyDeleteI also like the way it talks about children critics. I agree with the point that children are eager to talk about the books they like. I have my own favorite authors and their writing styles. Why wouldn't children? Maybe they don't understand why or what they like about a particular author, but with some education in literature they can. Who knows, we may be teaching the next great American children's author.
Betty,I agree with you that if you analyze too much the material looses meaning. Of course we don't want to analyze everything, but it does help to know what things to look for when choosing a book for a child. I don't consciously think about the plot and theme and style either when I am reading. I think we only think of those things if the book is really poorly written. Then those things become more obvious. A well written piece has a flow and enjoyable to read.
ReplyDeleteSarah I too am amazed at the countless books that are referred too in the text. I plan to keep my textbook. We are only to chapter 3 and I can see where this will become very handy in the future.
ReplyDeleteChapter three introduces us to the basic make up of the books. The plot, point of view, climax, theme, setting, and style. These are things we really don't think about when we are reading a book. I really wasn't to interested in reading books as a young adult. But when I started working at the middle school as a tracking teacher. I discovered that reading was really enjoyable. Our job as a teacher is to help our students to find reading fun and enjoyable. Chapter 3 also points out that gifted students own more books and vistit the library more often then on level students. I believe all students are gifted in their own way. Student are going to vary in the interest of reading. We as educators need to steer them in the direction of interest. Whether it be fantasy, picture storybooks, or historical fiction. There are numberous book titles in the chapter that I have read, some of the others have are being used in the 6th grade literature classes at my school. It's great getting to know more about why these books are used in the classroom and through out the levels of learning for young readers. In conclusion I want to say this chapter had a lot of useful information that I will apply when I begin teaching.
ReplyDeleteLacy,
ReplyDeleteI think your idea of a children's choice awards is awesome. My children hate to read in the summer, but if they had activity associated with reading it would help. I may try it with my own kids this summer. I believe to really enjoy reading you need to stay reading.
Chapter 3
ReplyDeleteI enjoyed this chapter. Being able to evaluate the literature will help you suggest choices for the children and students. The evaluation criteria on page 75 will be a helpful tool. The chapter also brought up an interesting point that multicultural literature needs a little bit different criteria. The chapter also talks about the different parts of the story. Evaluating the plot, characterization, setting, and style of the book will help you recommend books for students. I was surprised to see that people read less and less as they grow older. I would have to say for myself I read almost as much as I did if not more. This was a good lesson that made me think a little bit more about what I was reading.
Robin--
ReplyDeleteI'm definitely keeping my book too. I've already highlighted, marked, and written in it everywhere!
Sarah
Jody B--
ReplyDeleteIt's great that you have already read, or have experience with, so many of the books the text has mentioned. You will be better able to steer those kids in the direction of their interest. That's a great opportunity. I don't have as much experience with these books, so I'm going to have to do a lot of reading to catch up!
Chapter 3
ReplyDeleteI enjoyed reading this chapter because it had many different useful ideas that can be used in the classroom. I think the evaluation criteria on page 75 will help me pick books that will benefit my students more. I want to find books that the students will enjoy and also be able to understand. I help students in a reading class, and I found the information about literary elements very helpful. We work on this daily in our 8th grade reading class to get our students ready for the state assessments. This chapter provided a needed refresher on how to go over these elements with students. Also, I enjoyed the ideas on how to get children involved in the plot such as acting out a play.
Chapter 3: Evaluating and Selecting Literature for Children
ReplyDeleteChapter three was very informative. The literary elements such as plot, characterization, setting, theme, style and point of view were all broken down and clearly explained. I love the evaluation criterion list on what to ask myself while reading a book. I think this is something every teacher should look at when selecting a book to read to their students. I believe, this would help them choose a “just right” book.
Furthermore, chapter three highlights how important it is to make literature accessible to children. I strongly believe we all can start our classroom library from now and we should include several genres because children like choices just like adults. I have a lot of old books my kids use to read and I started collecting them for my future classroom. I believe it is always good to prepare.
Chapter three had a lot of information that I will find useful in teaching reading classes and in leading book discussions in the library. I liked the BOOK WEB on page 111 and will use that approach often in reading and language arts classes. I like how it fits a lot of concepts in a small amount of space.
ReplyDeleteI liked the FIVE OBJECTIVES OF A LITERATURE PROGRAM: entertainment, literary heritage, formal elements, understanding of self and humanity, and evaluating reading. In a nutshell these five objectives encourage the selection of a wide variety of literature for a class.
The section on EVALUATING MULTICULTURAL LITERATURE brought to my attention something I had never thought about before. I have never thought to check and see what ethnic background people have what jobs in a book. I would never want to encourage sterotyping of an ethnic group or to plant seeds of prejudice, but I may have done that with books. Now I'm starting to look at the pictures and see who is included. Are the characters all white? My students aren't all white and the illustrations in the books I use should reflect that. It just had never dawned on me that I might be reading books that leave out some of my students.
The text talks on p. 99 about ACCESSIBILITY to books in the home. I liked that they included going to the public library. Not everybody can afford to buy books, but libraries are free to the user. I would like to add that interlibrary loan is available at public libraries. I have found references to books on teaching that I couldn't afford and my public librarians have bee happy to request them for me. When I was a junior in high school I lived in La Crosse, KS and I wanted to do a paper on the impeachment of Andrew Johnson. The librarian requested my books from Fort Hays and I got to do my paper. How wonderful that we are not even limited by the books available in our town. Those of you that can't find the books you want to use for this class can ask your public librarians if they will request them for you from another library. And ask if you can't find the book...one of the boosk I needed was displayed away from where it should have been!
Allison M
ReplyDeleteI'm impressed that you have already started collecting books for your future classroom. I'm in classrooms all the time where teachers have added to the classroom library with their own selections. Like you I should be doing that a little at a time. In middle school the students are always supposed to have a book with them, but some don't. I don't want to take any risks by having a book not in the school library, but I could carry around a few of my favorites that are on the school list. Some of the best books are always checked out.
I was invited to a winter party for a 3rd grade class this year and the teacher had a book order pamphlet and a gift certificate for each child. At the first of the party, each student selected a book that would arrive after winter break. That was the teacher's present to the students.
Chapter 3
ReplyDeleteI really appreciate the refresher course that chapter 3 has given me. As I was reading I often remember when I was in school and my teacher would ask us about the setting, plot, and theme. Now there's so many ways you can break down a book. I'm looking forward to using these in the near future.
Laura that's a great idea to build a classroom library so that we can become more familiar with multicutural literature. I think everyone should learn about that type of literature.
ReplyDeleteAlison I think it's great that you have started collecting your books for your future classroom. I have lots of books myself. I use to go to the book fair and purchase books for my daughter and newphews. Well my daughter has out grown them but, I still have them in my possession. All types of children literature books are great to have. Good Luck in the near future.
ReplyDeleteChapter 3 in our text book was very interesting in my opinion, long but interesting! I thought it was really great when the author talked about the “Standards for Evaluating Multicultural Literature” (p.77). I think that reading multicultural books to students is very important, in many ways. Students need to be able to learn about other people cultural whether they encounter someone from a different cultural or not.
ReplyDeleteI also really enjoyed reading about the different types of conflicts involved in children’s literature or any literature for that matter. As well as the conflicts, reading about theme and plot was also really interesting. I do find it difficult to sometimes determine the theme of a book because there are times when it is very hard to find. It seems to me that sometimes the theme of a book can be totally different from reader to reader; it is all how you read and understand the book.
I found this chapter really interesting because I am working on writing a children’s book and am really struggling. I love to write and I have so many stories to tell, but when it comes to getting them down on paper, I really struggle. This chapter really helped me to understand what is needed to make a children’s book great, to make it one that will be remember by many. If anyone has any tips on writing a children’s book, let me know. I’d be happy and very grateful to hear them.
I did not really have any questions for this chapter, as it was very clear and precise about the topics discussed.
RE: CAROLYNS. Wasn't it wonderful to get a refresher in the concepts of literay elements. I remember talking about all of them when I was in school, but it is so long, I found it very interesting to read about all of them again and to look at them from an adult perspective, much more entertaining and worthwhile.
ReplyDeleteRE: MEREDITH. I love that you brought up the Accessiblity point. It is so wonderful that public libraries allow so many children to get books that they might not otherwise be able to get ahold of. I know the students I worked with in class, most of them had not had the opportunity to sit down and read a book with an adult prior to class or even look at one on their own. It is so wonderful that libraries are open to everyone, no matter how much money or standing family has in society. I just loved the feeling of making a little students day when I would read a book to him/her one-on-one and they would just curl up beside me and listen so intently. Isn't it amazing what a book can do?
ReplyDeleteRE: To everyone
ReplyDeleteGreat responses to chapter 3!
Besides collecting books for the classroom, we can donate old books to the less fortunate in our "own community". My suggestion is never throw out books, please donate them.
There was so much that I liked about chapter 3, I really do not know where to start. The first thing that I like was that I described the literary elements. Things such as plot, theme, characterization, setting, stlye, and point of view. Knowing and understanding these things as a teacher can help you help the your students better understand a story.
ReplyDeleteThe second thing that I like about this chapter was that it gave some guidlines that teachers and parents can use in deciding what the right book is for their children or students. Accessibility is one and talks about how books must be accessible is children and students are going to read them. Readability is another and talks about how the book needs to conform the a particular childs reading level. Interest is one of the last, but is also probably the most important, mainly because if a child is not interested in a particular book, they are not going to read it.
Re: Allison
ReplyDeleteI agree with you, books should be donated. If your local library does not take them, ask and they will probably know where you can take them. If you absolutely can not find some place to donate them, you can recycle them.
Re: LauraP
ReplyDeleteI agree with you about the evaluation criteria on page 75. I think that it is important as a reader. I also think that it is important as a teacher to have the students evaluate the story as well. I think that using that criteria as a discussion may help the students better understand the story.
RE: Lacy
ReplyDeleteI love your idea about having a class choice award. I think the kids would enjoy this and it would be interesting to hear the various choices they come up with. Great idea!
I found chapter 3 very interesting! I agree that you have to have a good plot, characterization, setting, theme, style and point of view. All of these are important to readers so that they enjoy the book. I love nursery rhymes and I think it's good to read them to children. They can tell you what order they happened in the nursery rhyme. From nursery rhymes to books, children will be able to comprehend what it taking place in the story. I like how they do "an in-depth analysis" of the different literary elements.
ReplyDeleteI have to agree with Meredith. I had never thought that evaluating multicultural books would be different than any other kinds. I have lived in small town Kansas for most of my life. There is not much diversity here so I'm not as actively aware of all the different cultures. This is good reminder that I should be more familar.
ReplyDeleteAlison M, I have also started a collection of books for my library when I become a teacher. I find myself telling the students at school when they check out books from the library that my daughters read that book and loved it or something like that. They get so excited when they start to read.
ReplyDeleteLuke S, I agree with you that books need to be interesting or a child won't want to read them. Right now my 7 year old daughter is reading Junie B Jones books. The other night before bed, I read some to her and I was laughing just as much as she was.
ReplyDeleteLacyE, What a great idea for the childrens choice awards!! Especially in the summer, when children don't want to read as much.
ReplyDeleteThis chapter had a wealth of information. I think that the different evaluation criteria could be very helpful not only to teachers but to parents as well. Teachers could use this criterion in helping to create assignments. This criteria could also be used by the teacher to help in determining what books might be present in the classroom. The section on literary elements had a lot of information that I had learned many years ago when I was in school. But since I had been out of school for so long it was nice to get a crash course in some of these topics
ReplyDeleteLuke I agree with you that is is vitally important for teachers to understand all of the literary elements of the story. If I as a teacher do not understand these things than how can I effectivly teach them.
ReplyDeleteRe: Lacy E
ReplyDeleteI totally agree with you about the chidrens choice award. I think it is great for the children to have their say in what book are good and not. Grown ups dont see the books like the children do so I think it is very important to have the childrens opinion on books.
I really enjoyed reading chapter 3, about how teachers and librarians choose books and authors to read with the students. I think that the information about the book reviews and reviewers was very helpful I think that it will come in handy not only when choosing books for my classroom but also with choosing book to read to my children. I agree with the book about how a book can not preach its view or meaning it needs to make the point through out the book and pictures.
ReplyDeleteThis chapter reminded me of sixth grade. I had a teacher who told us on our first day that we would become well rounded people by the end of class. We did. We studied Hatchet and Bridge to Terabithia, I remember how strongly I could identify with the characters and How I wanted more for them. This is what I wanted to share as a teacher. The best book I have read to a child so far was about a mixed family, the little stayed with her father while her mother was at work. They discussed how he was lighter than she and found a way to make each of them like the other (coffee grounds on his face and flour on hers). I Wish I knew the author and title.
ReplyDeleteLuke and Allison: Besides donating books they make great gifts, birthdays, weddings, baby showers, all are awesome places to give a book.
ReplyDeleteLacey and Robin,
ReplyDeleteThe idea of a Children's choice award is brilliant. I feel like my brain has been occupied with other things lately so I would have never thought of anything like that. Robin, I have highlighted (in many colors) and written in my books too. I think that there's too much good information in this book to remember and for that reason I have to keep it.
The book talks about “The Right Book for Each Child” this is so true. No one child reads at the same level or at the same pace. They don’t all like the same types of books. Children have to be able to choose books that will spark their minds. We as upcoming teacher need to know how to give them that spark and make books accessible to them. I think that it is good that there is an award that children can give out on books that they like. This may make it easier for other children when they are looking for books. This should be done everywhere.
ReplyDeleteRelpy to Joan
ReplyDeleteBooks do make great gifts for children as will as adults. We just had a baby shower at work and all she wanted was books to read to her baby. She even has a book list. Now I though that was great. I had never seen that done, but there is a first for everything. I just wish older kids would ask for books more ofter rather than a game.
I really enjoyed the section ont he book on Values of Multicultural literature. I have never thought of having goals for multicultural education before. It was interesting to think that many of these goals can be reached thru literature. I think that evaluating multiculture literature is a hard thing to do. There are so many different things that a reader needs look at to evaluate it.
ReplyDeleteTamika,
ReplyDeleteI agree with you, that us a teachers need to know what books spark an interest for each of our students. If we are able to find this, hopefully our students will enjoy reading, and strive to read at a higher level
I really enjoyed this chapter. In the future, I am sure that it will be extremely helpful in choosing books. However, the part of the chapter that I really enjoyed was the explanation of plot, theme, ect. I went to school in Colorado and it was a small country school. I felt then and still feel that there was not much emphasis on reading or literature. I was very disappointed because I loved to read. As a freshman, I transferred to a new school and felt completely lost when it came to analyzing books. This chapter helped me understand it better and now I feel I could teach my students. I also loved the part where it talked about the children as critics. I believe it is very important for children to review books. This was such a great chapter. I loved the books that were used as examples especially "Number the Stars" and "Out of the Dust."
ReplyDeleteReply to Aspen R:
ReplyDeleteI agree completely that the multicultural books are becoming even more important in today's society. Books teach us all sorts of lessons and I think this would be a good way to do it. I also completely agree that the theme of a book can differ from person to person. Good luck writing your book, I admire that ambition!
Replay to Robin:
ReplyDeleteI also liked the part about Children as critics. I feel it is important for children to analyze their literature, but I do agree that it can also get them excited. I never really thought about it that way, but I had my favorite books and authors growing up, and I think it woudl have been fun to discuss it with someone.
Many times when reading a book we don't notice if a book has all the appropriate literary elements but we certainly seem to notice if it doesn't. As the book has taught us and as many of us know first hand, as educators it is very important to expose children to various types of literature, literature that includes all of the literary elements presented in the book. However, I think exposing older children to some books that don't include all of these elements could also be helpful. After reading sub par stories children will begin to think critically about why they didn't enjoy the story and will begin to point out what is missing, then seeing the elements more clearly in books they consider good. My favorite types of stories are those that deal with a person-against-self conflict. These are the conflicts that I feel are the hardest for people to deal with in real life. When you are a child you are on a journey of learning, learning the difference between right and wrong, learning what to do in different situations. What a person chooses to do or not to do can shape who they are and who the become. That is why children really connect to these stories and why they can be so influential. When I was a child I remember relating to characters who were in these type of dilemmas and who learned lessons about themselves at the end of their stories. I wonder how I will use these types of books to help children who are experiencing difficulties in their own live and facing difficult choices?
ReplyDeleteResponse to Sarah C:
ReplyDeleteSarah I agree, I usually do the same thing when I am reading books. I always felt that critiquing books was more of an emotion or instinct. Although I was taught all of these elements I never really learned how they related to the appeal of the book I was reading. So, I enjoyed learning about the elements again and why they are significant to me and the children I will teach.
I think it is very important to start planning for the future. That is one of the main reasons I look at the book order forms from Scholastic more so I can get some books I can use in the future. Also, I donate books along with my clothes. Someone might be able to use them.
ReplyDeleteLauraa, I agree with you! I enjoyed reading the other chapters, but I feel as if I can use more of the information that was presented in this class. It was a great refresher and also gave great ideas. I help students in a Reading class in junior high, so I have worked pretty extensively with the plot, theme, setting, and other story elements. I think this chapter will give me a better understanding.
ReplyDeleteChapter 3
ReplyDeleteI enjoyed reading this chapter because it had many different useful ideas that can be used in the classroom. I think the evaluation criteria on page 75 will help me pick books that will benefit my students more. I want to find books that the students will enjoy and also be able to understand.
I help students in a reading class, and I found the information about literary elements very helpful. We work on this daily in our 8th grade reading class to get our students ready for the state assessments. This chapter provided a needed refresher on how to go over these elements with students.
Also, I enjoyed the ideas on how to get children involved in the plot such as acting out a play.
I think it is very important to start planning for the future. That is one of the main reasons I look at the book order forms from Scholastic more so I can get some books I can use in the future. Also, I donate books along with my clothes. Someone might be able to use them.
ReplyDeleteLuke was absoulely right that you should have the kids evaluate the story.
ReplyDelete