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Choosing Quality Children

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Title: Choosing Quality Children


1
Choosing Quality Childrens Trade Books
2
Time for a little thinking
  • Think of one of your favorite books from Grades
    3-6.
  • What makes a quality piece of childrens
    literature?
  • What kinds of books are in a high-quality
    classroom library in Grades 3-6?
  • Think/pair/share with your group.

3
What Constitutes Childrens Literature?
  • A child protagonist and an issue that concerns
    children
  • A straightforward story line, with a linear and
    limited time sequence in a confined setting
  • Language that is concrete and vivid and not
    overly complex
  • Temple, C., Martinez, M., Yokota, J., Naylor,
    A. (1998). Childrens books in childrens
    hands. Boston Allyn and Bacon

4
How Do We Recognize Quality Childrens
literature?
  • Good books
  • expand awareness
  • provide an enjoyable read that doesnt overly
    teach or moralize
  • tell the truth
  • embody quality
  • have integrity
  • show originality

5
Expand Awareness
  • Good books
  • Give children names for things in the world and
    for their own experiences
  • Take children inside other characters
    perspectives
  • Broaden childrens understanding of the world and
    their capacity for empathy

6
Provide an Enjoyable Read
  • Good books provide a lesson in a way that is not
    overly contrived or moralistic
  • Good books show the lesson rather than tell it

7
Tell the Truth
  • Good books
  • Usually deal with significant truths about the
    human experience
  • Characters are true to life
  • Insights the books imply are accurate, and,
    perhaps, wise

8
Embody Quality
  • In good books
  • The words are precisely chosen, often poetic in
    their sound and imagery
  • The plot is convincing
  • The characters are believable
  • The descriptions are rich and telling

9
Have Integrity
  • In the sense of both
  • Wholeness or completeness
  • Genre, plot, language, characters, style, theme,
    illustrations (if any) come together to create a
    satisfying whole
  • Soundness of moral character

10
Show Originality
  • Excellent books
  • Introduce children to unique characters or
    situations or show them the world from a unique
    viewpoint
  • Stretch childrens minds, giving them new ways to
    think about the world and new possibilities to
    think about

11
How Can We Judge Quality?
  • Originality
  • Importance of ideas
  • Imaginative use of language
  • Beauty of literary and artistic style that enable
    book to remain fresh, interesting, and meaningful
    for years

12
Get to know childrens literature
  • Read and enjoy childrens books.
  • Read childrens books with a sense of
    involvement.
  • Read a variety of book types.
  •   Read books for a wide variety of ability
    levels.
  •   Share with your colleagues how your students
    respond to particular books.
  • Start by reading several books considered to
    be of good quality.
  • Talk with children about books.

13
Childrens Literature Awards
14
For the Book
  • John Newbery Award
  • The book judged to be the most distinguished
    contribution to childrens literature published
    in the U.S. during the previous year.
  • Sarah, Plain and Tall, by Patricia MacLachlan
  • The Whipping Boy, by Sid Fleischman
  • Holes, by Louis Sachar
  • Boston Globe-Horn Book Award
  • One outstanding example of Fiction and Nonfiction
  • Fiction Poppy, by Avi Missing May, by Cynthia
    Rylant
  • Non-Fiction Sojourner Truth Aint I a Woman,
    by Patricia Fredrick McKissack

15
For the Illustrations
  • Randolph Caldecott Award
  • Awarded to the illustrator of the most
    distinguished childrens book published the
    previous year
  • Officer Buckle and Gloria, by Peggy Rathman
  • Owl Moon, by Jane Yolen
  • Boston Globe-Horn Book Award
  • One outstanding example of illustration
  • Grandfathers Journey, by Alan Say
  • Mufaros Beautiful Daughters, by John Steptoe

16
For New Talent in Childrens Writing
  • International Reading Association Childrens Book
    Award
  • One author who writes for older readers
  • Letters from Rifka, by Karen Hesse
  • One author who writes for younger readers
  • Sweet Clara and the Freedom Quilt, by Deborah
    Hopkinson, Illustrated by James Ransome
  • One author who writes informational books
  • Brooklyn Bridge, by Elizabeth Mann
  • Ezra Jack Keats New Writers Award
  • Promising new writer who has had six or fewer
    childrens books published
  • Tar Beach, by Faith Ringgold

17
African American Authors/Illustrators
  • Coretta Scott King Award
  • For books that encourage understanding and
    appreciation of people of all cultures and the
    pursuit of the American Dream
  • The Friendship, by Mildred Taylor
  • The Young Landlords, by Walter Dean Myers

18
To Author/Illustrator for Entire Body of Work
  • Hans Christian Andersen Award
  • One author and one illustrator in recognition of
    an entire body of work
  • Authors Paula Fox, Virginia Hamilton, Scott
    ODell
  • Illustrators Mitsumasa Anno, Lisbeth Zwerger
  • Laura Ingalls Wilder Award
  • Author or illustrator whose works have made a
    substantial and lasting contribution to
    childrens literature over a period of years
  • Dr. Seuss, Virginia Hamilton, E. B. White

19
Creating a Classroom Library
20
A Well-Rounded, Interesting Classroom Library
  • modern, realistic literature as well as
    more traditional literature
  • books with different types of themes
  • books of varying difficulty
  •   a variety of genres
  • informational books
  • books whose characters realistically depict
    various cultural groups and life circumstances
  • books that meet students reading interests

21
Genres
  • Traditional Literature
  • Myths and religious stories
  • Fables (proverbs explicitly stated at the end)
  • Folktales (word of mouth, unknown origins)
  • Pourquoi Tales (explain phenomena)
  • Tall Tales and Legends (greatly exaggerated
    accounts of heros and legends)
  • Cumulative tales (repeating and adding lines)
  • Fairy tales (folktales that involve magic)
  • Apprenticeship/Hero tales (character rises from
    a lowly to high estate, or from ignored/
    threatened to recognized/rewarded for good
    qualities

22
Genres
  • Realistic fiction
  • Historical fiction
  • Fantasy and science fiction
  • Biography (depending on structure)
  • Drama
  • Diaries
  • Personal narrative

23
Different types of texts require different ways
of understanding and recalling the most important
ideasNarrative?Expository?
24
What is a narrative text?
  • Tells a story
  • Based on life experiences
  • Person-oriented using dialogue and familiar
    language (written in first, second, or third
    person)
  • Purpose(s)
  • To entertain
  • To tell a story
  • To provide an aesthetic experience
  • Organization
  • Uses story grammar

25
Story Grammar/Story Structure
  • Characters
  • Setting
  • Problem
  • Events
  • Resolution
  • Theme

26
Less Complex Story Grammar
  • Beginning (characters, setting, problem)
  • Middle (events)
  • End (resolution)

27
More Complex Story Grammar
  • Beginning
  • characters (antagonist/protagonist), setting,
    problem (conflict), initiating event
  • Middle
  • turning points, crisis, rising action, climax,
    subplot, parallel episodes
  • End
  • resolution, falling action, ending

28
What is an expository text?
  • Non-fiction
  • Informational books
  • Biographies
  • Photographic essays
  • Purpose(s)
  • To convey information about the natural and
    social world
  • Uses facts, details, opinions, and examples to
    inform or persuade
  • Organization
  • Has varied text patterns (e.g., time order,
    enumeration, compare/contrast, cause/effect,
    problem/solution)

29
But across both types of texts, good readers use
at least five metacognitive comprehension
strategiesYour homework is to find out what
these are (Chapter 1). And come prepared with 2
questions predicting what Thursdays readings
will be about (preview Chapter 2).
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