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In a FLASHACK the narrator recounts an earlier

event to “give the reader background information


that adds clarity or perspective to the plot, but
does not fit into the chronological flow of the
plotline” (Brown & Stephens, 2007, p. 173).

EXPOSIION —passages in which the narrator


briefly tells (rather than recreates in scenes) what
has happened before the story opens.
Conflict is the interaction of plot and character or the
opposition of two forces. Tension is a necessary result of
conflict. Without sufficient conflict and tension, a book is
dull; but with well-developed conflict, the story will create
suspense, a sense of anxiety, because the reader is
uncertain of the outcome. There are four primary types of
conflict:

• Character against self

• Character against another character

• Character against society

• Character against nature


The theme of a book is its central idea, the
underlying message the author is conveying to the
reader.
To determine the theme of a book, ask yourself these
questions:
• What is the underlying meaning or significance of this
story?
• What was the author’s purpose in writing the story?
• What did the author say to me through the story?
• What are the comments the author makes about beliefs,
fundamental truths, human nature, life, society, human
conditions, or values?
• What is the common idea that ties the story together
Writing Style-Style cannot be isolated from the
words of the story, and often style is challenging to
detect. It is the manner in which a writer
expresses his or her ideas to convey a story.
To determine the style an author used in a book, ask yourself
these questions:
• What kinds of words and sentences did the author choose
to tell the story?
• Was there any distinctive language, choice of words, or
sentence construction?
• What mood did this create?
• What effect might the author be trying to achieve? 3.1.7
Tone involves the author’s attitude toward the book’s
subject, characters, and readers. Tone is often quite
subtle and may not be easy to pinpoint.
Responding to Literature-Not all children love books.
There are so many ways to respond to and extend
literature that I hope teacher are not still requiring their
pupils to do written book reports.
Reader Response Theory Louise Rosenblatt (1995) is
arguably the best-known theorist of reader response, and
she is certainly the most influential in the contemporary
field of teaching children’s literature. Her transactional
theory is grounded in the belief that meaning is not
inherent in the text; rather, the reader/listener creates
meaning in an active mental process when the reader
and text converge.
Literature Circles

A great way to turn kids on to books, allowing them to respond to what they read by sharing
their thoughts with others, is literature circles. These are small, temporary discussion groups
that have chosen to read the same book. A brief outline based on Literature Circles: Voice
and Choice in the Student-Centered Classroom (Daniels, 1994):

• Students choose their own reading materials.

• Small, temporary groups are formed, based on book choices.

• Different groups read different books.

• Groups meet on a regular schedule to discuss their reading.

• Students use notes to guide both their reading and discussion.

• Discussion topics come from the students.

• Group meetings aim to be open, natural conversations generated through personal


connections, digressions, and open-ended questions about books.

• In newly formed groups, students play a rotating assortment of task roles.

• The teacher serves as a facilitator, not as a group member or instructor.


Developing a Classroom Library by Susan E. Knell -
Good classroom libraries are not a luxury; they are
vital to children’s success in becoming lifelong
readers.
The Value of Children’s Literature (Martha Crippen)
Giving children access to all varieties of literature is
extremely important for their success. Educators,
parents, and community members should help
students develop a love and passion for reading.
 The first value to note is that children’s literature
provides students with the opportunity to respond to
literature and develop their own opinions about the
topic.
 Second, children’s literature provides an avenue for
students to learn about their own cultural heritage
and the cultures of other people.
Third, children’s literature helps students develop
emotional intelligence. Stories have the power to
promote emotional and moral development.
Children’s literature “contains numerous moments of
crisis, when characters make moral decisions and
contemplate the reasons for their decisions,” an
important skill for children to see modeled (Norton,
2010, p. 34).
 Children’s literature is of value because it fosters
personality and social development. Children are very
impressionable during the formative years, and children’s
literature can help them develop into caring, intelligent,
and friendly people.
 Finally, children’s literature is of value because it is a
timeless tradition, one in which “books are the major
means of transmitting our literary heritage from one
generation to the next” (Norton, 2010, p. 3).
Children’s literature is extremely valuable in both the
school setting and at home. Teachers and parents
should both be able to differentiate between quality
and mediocre literature, in order to give students,
access to the best books to encourage these important
values of literature and considering developmental
domains
The Role of Children’s Literature in Primary Grades
1. Children’s Literature as a Space for Thoughtful Discussion: Texts teachers read to
students can be more complex than the texts students read independently. The
interactive read-aloud allows opportunities for teachers to introduce new types of stories
and information and allows readers to share their ideas and learn from others.
2. Children’s Literature as a Catalyst for Building a Community of Readers: Teachers can
engage students in thoughtful dialog about important topics such s bullying or making a
difference. Book clubs, literature discussion groups, and book talks are all great
opportunities for building a community of readers through student-led interactions and
conversation.
3. Children’s Literature as a Vicarious Experience: Children’s literature provides a platform
for children to experience people, places, and circumstances that they may not be able to
experience in real life. This helps foster tolerance and acceptance in our children. For
PRMSU-Masinloc use only.
4. Children’s Literature for Developing Curiosity and Imagination: Reading aloud to
children and letting them discuss what they have visualized during the read-aloud fosters
imagination and supports for the understanding of text and the world around them.
5. Children’s Literature as Example of Language Play: Reading aloud stories with a
whimsical language encourages students to explore ways to experiment with oral and
written language
6. Children’s Literature for Developing Narrative Competencies:
Wordless picture books develop a sense of story and the various ways
that narratives work.
7. Children’s Literature as Mentor Texts for Writing: “Reading like a
writer” is a phrase surrounding the use of mentor texts in reading and
writing workshops. Mentor texts can encourage children in their own
writing and enjoyment.
8. Children’s Literature for Developing a Sense of Being a Reader: The
challenges of reading can be highlighted to help students deal with the
complexities of the reading process. Literature enables students to
share their own concerns and successes in a relatively risk-free
environment.
9. Children’s Literature as a Way of Coming to Know the World:
Informational texts spark curiosity, encourage further reading and
research, and answer many questions students pose.
10. Children’s Literature as a Way of Developing Reading Abilities:
Teachers can demonstrate proficient reading through think-aloud
making available their questioning and meaning-making strategies
during the act of reading.
Benefits of Children’s Literature
• Strengthening a bond between the child and adult reader
• Experiencing the pleasure of escaping into a fantasy world or an
exciting adventure
• Developing a favorable attitude toward books as an enrichment to
their lives
• Stimulating cognitive development
• Gaining new vocabulary and syntax
• Becoming familiar with story and text structures
• Stimulating and expanding their imaginations
• Stretching attention spans
• Empathizing with other people's feelings and problems
• Learning ways to cope with their own feelings and
problems
• Widening horizons as they vicariously learn about the
world
• Developing an interest in new subjects and hobbies
• Understanding the heritage of their own and other cultures
• Learning new knowledge about nature
• Bringing history to life
• Stimulating aesthetic development through illustrations
• Exploring artistic media used in illustrations

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