Literature Based Reading Programs

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Literature Based Reading Programs

• Chapter 9

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Reading skills

• Are identified in the basal program
• Literature selections that reinforce these skills
  are assigned. Critical thinking is reinforced by
  mystery stories. (Miss Nelson is Missing,
  Encyclopedia Brown stories)
• Two goals of Literature Based Reading
• Emphasis on meaning
• Appreciation of language

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Core Literature

• Used for whole group instruction, discussion, and
  writing topics.
• Extended literature- assigned to individuals or
  small groups as a supplement.
• Recreational reading
• Uses whole pieces rather than anthologies.
• Independent reading of individual choices
  neglects guided reading which makes students
  expert readers.

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Reader motivation

• Teacher must understand the students interest
  and abilities.
• Teacher must match the student with literary
  works that are relevant (interest and background
  knowledge) to the student.
• Goals main idea, important details,and cause and
  effect relationships.
• Understand and appreciate characterizations,
  plot, theme, setting,authors style and point of
  view.

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Authors style includes

• Symbolism, metaphor, simile, personification,
  allegory, allusion.
• Students should study all genres of literature
• folklore, fantasy, poetry,
• realistic fiction, historical fiction,
• biography, autobiography,
• and informational literature.

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Objectives Understand that
National Council of English Teachers

• Literature is a mirror of human experience.
• Insights can be gained from this study.
• Writer have diverse backgrounds and traditions.
• Effective methods of discussing and writing about
  literature exists.

• The rhythm and beauty of the language should not
  be missed.
• Life long reading habits develop from enjoying
  good stories.

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Learning to read and reading to learn cant be
separated.

• Evidence exists that students comprehend well
  with literature. The teacher must help interpret
  the unfamiliar language.
• This helps to enrich the knowledge base, increase
  attention spans and improves attitudes.

• Literature based reading instruction emphasizes
  understanding and enjoyment of the story.

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Research based findings Nine

• 1. Students use background knowledge and context
  clues.
• 2. Students learn to read by readings.
• 3. Whole texts are best.

• 4. Students know when it doesnt make sense and
  when to fix the meaning.
• 5. Comprehension is improved with direct
  instruction modeling, questioning, explanations.

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Literature research Nine

• 6. Readers make predictions with cue and prior
  knowledge.
• 7. Direct teaching of reading strategies help.
• 8. Student need guidance to look for details and
  make inferences.

• 9. The range of achievement in a class grows
  with each grade level 4th grade has 5 levels 6
  grade has 7 levels.
• Wide range of literature serves this side variety
  of needs.

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Selecting Literature

• Consider
• Students development
• reading abilities
• listening abilities
• interest
• curricular needs
• genre and cultural balance.

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Use a childrens literature text

• Criteria for Evaluation
• Recommendations
• Classroom applications for picture books,
  traditional literature, fantasy, contemporary
  realistic fiction, historical fiction,
  multicultural books, biography, informational
  literature.

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• Literature journals have good suggestions for
  literature Booklist, Horn Book, School Library
  Journal, and Publishers Weekly include reviews of
  books.
• School Library Journal published a best book list
  for different subjects.
• Reading Teacher, Language Arts, The New Advocate,

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Award winning books

• Newbery Medal and Honor Books
• Caldecott Medal and Honor Books
• Childrens choice awards Mark Twain
• Older books are considered classics Folktales
  of the Brothers Grimm and Charles Perrault,
  pictures of Kate Greenaway and Robert McCloskey,
  fantasies of A. A. Milne E. B. White

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3 Kinds of Reviews

• Descriptive- tells about plot Bulletin of the
  Center for Children
• Analytical- discuss, compare, and evaluate The
  Horn Book
• Sociological- Social context, moral values, the
  stereotyping of particular groups, possible
  controversy, potential popularity. School
  Library Journal.