Children's Literature - Essay Example

Children's Literature Chapter 11 When a teacher teaches literacy and content together, the teacher expands the chances of the to learn both content and literacy. This is true because it moves the students from what they know to what they do not know, and from what is easy to what is hard (Deborah & Bernice, 2009). This is enhanced when a teacher includes literature, which lends itself to the study of language literary naturally, especially stories containing repetitive language or pattern like Brown Bear, Brown Bear, or Chika Boom, Chika Boom, by Bill Martin.

The teacher should first start the lesson by sharing the content of the literature, as well as the qualities of its language, with the intention of looking back at some word’s aspects more carefully. For example, the teacher may ask the students if they are able to notice words that start the same way in the story. If they are able to do so, they will hence forth be in a position to independently initiate the process. Other whole texts that teachers can use to teach literature with content are shopping lists, traffic signs and brief notes.

Use of whole-part-whole-approach in literacy teaching is also very essential in helping students understand both literacy and content (Deborah & Bernice, 2009). Studies show that teaching grammar alone has minor effect on the student’s written and oral language. The teacher who starts by immersing his or her students in real examples and illustrations of whatever he/she wants to teach becomes very successful in helping students understand its literacy and content. The teacher needs to talk about those passages in order to guide students in recognizing the language aspects under study.

For instance, the teacher can show the students how a poet makes use of adjectival phrases to help create pictures in the reader’s or audience’s mind, or how a novelist uses verbs to convey actions. In order to understand the contents and literacy, encouraging students to relate rules and terms to writing of their own is very healthy. Students are also in a position to well understand literacy and literature when the teacher teaches them together, if the teacher is able to develop inspired lists together with other components his/her language arts program (Deborah & Bernice, 2009).

For instance, the teacher might select a certain aspect of study language, like generalization of vowels, root words, inflectional endings, or families of words and then choose list of examples. Another option is developing words that are connected to a unit of themes. However, the teacher should be very careful in this case, to choose useful and appropriate words only. Misspelled words from the writing of the students can also be used. Studies show that teachers who look for errors in groups and individual work, and correctly instruct them greatly impact on children’s development not only in literacy, but also in content.

Finally a teacher should be able to choose interesting activities that not only promotes content knowledge, but also promotes skills of literacy (Deborah & Bernice, 2009). When a teacher teaches content and literacy together, he expands the chances of the students to learn both. For example, having students create information books of their own is a very collaborative activity applicable in any area of content. This helps in building both writing and reading skills, but it also requires students to well learn about facts in order to convey and share them with others.

Various inquiries are also invited like internet and catalog use. It is important to note that anything that facilitates process helps students in accessing content. Chapter 12 The writing and sharing connection methods support content reading, learning and the writing processes in many ways. First, sharing among students gives them a better understanding of writing that supports writing, reading and learning contents. This is as opposed to where the teacher concentrates only on teaching literature without giving students some time to share among themselves, what they have learnt.

According to Deborah & Bernice (2009), studies reveal show that students get to understand more and better, when they share among themselves what they learn, unlike when the teacher only teaches, without giving sharing a room. For example, students can use real life experiences during sharing that fosters their understanding. Chapter 13 It is important to use quality books for children that are appealing to both the teacher and the students because this appeal helps them to develop interest, and positive mind about the content (Deborah & Bernice, 2009).

Consequently, this enhances understanding of what is being taught. When a book is appealing to both the teacher and the students, it will encourage reading of the book, and improved skills of reading results into improved skills of writing. Studies have shown that many teachers go for quantity instead of quality when it comes to reading books. Besides relevance, books should also be attractive in condition and subject matter. The books should therefore include fiction as well as non-fiction to appeal to all students.

For young elementary students, their classrooms should have early reading chapter books and pictures. Quality books should neither be torn, tattered, or outdated. Chapter 14 It is very important for teachers to partner with homes and school librarians in order to enhance learning and literacy. School library well equips students with functioning fundamentals and ideas. Together, teachers, librarians and homes offer lifelong learning skills besides developing their imagination thus enabling them to be responsible citizens.

Deborah & Bernice, (2009), observe that research studies show that if teachers cooperate with parents and librarians, they will be able to create an appropriate learning environment. Parents will provide required resources; librarians will maintain and release the resources effectively, while teachers will use those resources in teaching thus equipping the students appropriately. References Deborah A., Bernice, E. C. (eds) (2009). Children Literature in the Reading Program, 3rd edition, International Reading Association Publishers.