Literature Based Reading
Programs
Chapter 9
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
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.
Reader motivation
• Teacher must understand the student’s
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,author’s style and point of view.
Author’s style includes:
• Symbolism, metaphor, simile,
personification, allegory, allusion.
• Students should study all genres of
literature:
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folklore, fantasy, poetry,
realistic fiction, historical fiction,
biography, autobiography,
and informational literature.
Objectives: Understand that
• 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.
Learning to read and reading to
learn can’t 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.
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 doesn’t make
sense and when to fix
the meaning.
• 5. Comprehension is
improved with direct
instruction; modeling,
questioning,
explanations.
Literature research: Nine
• 6. Readers make
• 9. The range of
predictions with cue
achievement in a class
and prior knowledge.
grows with each grade
level: 4th grade has 5
• 7. Direct teaching of
levels; 6 grade has 7
reading strategies help.
levels.
• 8. Student need
• Wide range of
guidance to look for
literature serves this
details and make
side variety of needs.
inferences.
Selecting Literature
• Consider:
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Student’s development
reading abilities
listening abilities
interest
curricular needs
genre and cultural balance.
Use a children’s literature text
• Criteria for Evaluation:
• Recommendations
• Classroom applications for picture books,
traditional literature, fantasy, contemporary
realistic fiction, historical fiction,
multicultural books, biography,
informational literature.
• 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,
Award winning books:
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Newbery Medal and Honor Books
Caldecott Medal and Honor Books
Children’s 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
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.