ECELIT REVIEWER

Children literature is good quality trade pooks for all children prom birth to
adolescence covering tapig of relevance & interest

•to children of those age's through prese and poetry, fiction & nonfiction content

•-child nood stories fold in forthright humorous or suspenseful manner are

appropriate for young readers.

Stories doout childinood fold in nostalgic or overy sentimental terms are

inappropriate.

stories show children as victims of natural & numan-made disasters, the stories
should emphasize the hope for better future rather than

the hopelessness and utter despair of the moment.

Quality

Quality in writing is never easy to defined latt it has to do with onginality and
importance with ideas, innaginative use of language and beauty of literary and
artistic style that enable a work to remain fresh, interesting and meaningful for
years and years..

> Personal value

- enjoyment

Ex: The Three Little Pigs

imagination & unspiration : stories about people both real and imaginary can
inspire children to overcome obstacles, accept different perspective

and formulate personal goals Ex: Jack & the Beanstalk /

Ex: APeterpan

VICARIOUS EXPERIENCE:
- when a story is so convincingly written that readers feel as though they have lived
through can experience or have actually been in the place & fime where the story is
set.

-Vicarious experience can also be a good mental exercise for children since
they are asked to jrew situations From perspectives other than their own.

Ex. Cinderella, Goldilocks & the three bears Understanding & Empatiny.

walking in someone else's shoes often helps children to develop. a greater capacity
to emphatize with others:

- Introducing children to stornies From many lands & cultures teachers and
librarians are building a solid foundation for multicu Htural & international
understanding.

HERITAGE:

Stories that are handed down from one generation to the next connect us to our
past, to the roots of our specific cultures, national neritage, and general human
condition - stories based on food help young people to gain a greater.

• Literacy to Artistic preferences:

- the more children know about their world, the more they discover alobut
themselves.

- Good teachers and librarians have wong recognized the motivation.

READING
Excellent and appropriate literature can foster language development for young
children and help then to learn to value and to value reading.

Reading excellent literature aloud children and silent independent reading for free
choice material by children.

Impact of reading on students writing ability

CONTENT AREA SUBJECTS

- Literature across the curriculum.

- This means using works of literature as teaching material in the content

areas of reading social studies and history, science, health, and possibly math.

- The more students are involved in the learning process and experiences by
participating in educationally purposeful activities, the more likely they will be
involved in their own learning

Art Appreciation

Ability to help tell the story(cognitive value)

And for its value as part( Aesthetic value)

Appreciating artist style in aesthetic side and compare the literature style of writing
will enhance the learner’s appreciation.

TRANSACTIONAL THEORY OF READING

Rosenblatt emphasis how meaning is constructed between reader and author

through the text. As she argues the author has selected these words and no other as
the cues that will guide the reader performance(1978:15); and the reader will have
as a sense of achieved communication, sometimes, indeed of the communication of
author.

Source: Rosenblatt’s transactional theory Rosenblatt( 1938-1978)

Rosenblatt uses the work of the social scientist JOHN DEWEY AND ARTHUR F
BENTLY.

set up circuit between the reader and the text.( 1978:14)

As a part of a structured experience that fleshes out the literary work. She uses the
term transaction( as upposed to interaction) to show that the reader and text are
integrated parts of a unified phenomenon: the very essence of text must assume a
reader.
Reading is thus’an event in time(1978:12) in which the language of the text cues
up aspects of a reader’s knowlegde that are used to start to develop meaning

INTERESTING ASPECTS OF ROSENBLATT’s THEORY

 To take knowlegde from the text( Efferent reading)

 To live through a literary experience in the sense of assuming the identity of
a book character( Aesthetic reading)

CHILDREN'S PHYSICAL, COGNITIVE, LANGUAGE, AND MORAL

DEVELOPMENT ARE IMPORTANT CONSIDERATIONS IN BOOK
SELECTION, AS IS THEIR DEVELOPING CONCEPT OF STORY.

AGES 0-2

HOLE FOR MORENS

Infarts can enjoy and benefit liem good literature. In chocsing books for them
coralder the pracucal aspects of physical development, such as how well infants
can see the illustrations and how long they will sit still fos a book experience

Commcn features of these bock types and formats are relative simplicity of content
os story; repetitive text or language patterns, clearly defined, brightly colored

illestrations, usually on a plain background: physical durability. and opposturuties

for the child to participate or interact with the book

The best baby books, whether wordless or with brief text, invite the reader and
listener to talk the book though." In thus way the books promote otal language
development, which is the child's first step toward Literacy.

AGES 2-4

Nursery thymes, for example, can be committed to memory by many toddlers.

Concept books can now include letters (ABC books), numbers (counting books),
and more complex concepts such as opposites. Word books, another type of
concept book, promote vocabulary development.
Picture storybooks leaturing simple plots, illustrations that tell part of the story,
and characters who exhibit the physical skills (running, whistling, buttoning
clothes, tying shoes).

• Other books children enjoy at this stage are wordless books and folktales: the
former because children can read the pictares and enjoy the books independently,
and the latter because of their relatively simple plots, repetitive aspects, and two-
dimensional, easy-to-understand characters.

AGES 4-7

Increasing independence and enthusiasm Int Ending est about the world are
prominent characteration of 4-107 year-olda. Sincies in which children tetract with
other children, spend time away but home, begia school, and learn interesting facts
are popular with this age group.

Return storybooks, Icüriales, and informational pactar books will be at the heart of
the literature experience during these years.

Phrom ages 4 to 1 most childava will acquire the Pundamentals of reading Cary-to
read books et books tot begering maders make you of familiar words, word pattern,
astration clues, and, in one cases, shymato make the text easier to read.

AGES 7-9

Most 7-to 9 year-old children become readers, begin to understand and accept
others' perspectives, recognize that lide and people do not fit into neat "good" and
"bad" categories, and develop an understanding of past and future time.

They begin to assert theit growing abilities to meet their own needs. With these
skills they can read or listen to and enjoy books about the Irves of other children of
the past. present, and future in picture books for older readers. tranmtional books,
and later in novels.

READING PROCESS

Children learn to read at different ages and in different ways, depending on their
early experiences with books, their innate abilites, and the quality of their early
reading Batruction.
Advocates of phonics-based reading instruction believe that children learn to read
by progressing from letter names to letter sourids to words and. Enally tu meaning.

Advocates of meaning based reading instruction believe that children primarily use
their oral language skills including grammar the structure of English, and
knowledge of the world-to make meaning of written text, and resort to phonetic
decoding when other meaning making strategies fail.

THE CONCEPT OF PRINT

an interactive model of reading that synthesizes aspects of both approaches

apply in reading (front-to-back, left-to- right, top to-bottom); that letters represent
sounds (sound-symbol relationships); that letters can be used to code spoken
language (writing); that words convey meaning; and that finding meaning in the
text (comprehension) is the goal of reading.

5 PILLARS OF LITERACY

Phanemic Awareness
Phonics
Fluency
Vocabulary
Comprehension

The ability to hear, identify, manipulate, and substitute phonemes-the smallest

units of sound that can differentiate meaning-in spoken words.

PHONEMIC AWARENESS

Teaching phonemic awareness means Instructing students to identify and

manipulate the approximately 44 phonemes in the English language

It doesn't require students to be able to read or even see printed letters to grasp this
concept: it's all about the sounds that word parts mako Essentially, students begin
by learning individual phonemes, then joining phonemes, and finally, building
words
Phonemic awareness is a strong predictor of long-term reading and spelling
success.

PHONICS

• The ability to urderstand that there is a predictable relationship between

phonemes (scunda) and graphemes (the letters that represent those scunda in
written language) in order to associate written letters with the sounds of spoken
languaga

This is where students begin to "crack the code on reading Fhonics instruction
teaches students how to build relationships between sounds and letters or letter
combinations and how to use those relationships to build words.

FLUENCY

The ability to read text accurately, quickly. and expressively either to onesell or
aloud

Nuency is the ability to read as well as one speaks and to make sense of what is
being read without having to stop of pause to dacode words

Developing fluency is critical to a student's motivation to read. When students

struggle ۱۰ sound out letters and words reading can become a laborious and
exhausting task, and students may begin to perceive reading as a negative activity.

COMPREHENSION

• The ability to understand, raroember, and make seaning of what has been read-
this is the purpose for reading

Srudenzs with developed reading comprehension abilities can pradict, infer, make
connections, and analyse what is being read

Srudents who comprehend what they read are both parposeful and active readers.
They use metacognitive strategies to think about the purpose of what they're
reading and monitor their own understanding as they read.

VOCABULARY
The growing, stored compilation of words that students understand and use in their
corivetsation (oral vocabulary) and recognize in print (reading vocabulary).

• Vocabulary is very closely tied to reading comprehension. and it can be absorbed

or learned both orally and through print. Most vocabulary is learned tlucogh
everyday listening in conversations, reading aloud, or independent reading

In order to comprehend reading, a stadent must know what the words mean that he
or she is reading Beginsing readers use their cral vocabulary to make sense of
words they see in print. If a student encounters an unfamiliar word while reading
his or her reading is momentarily interrupted until the new word is added to his or
her mental vocabulary.

POETRY

• Poetry is the concentrated expression of ideas and feelings through precise and
imaginative words carefully selected for their sonorous and rhythmical effects.

• Originally, poetry was oral, recited by minstrels as they traversed the countryside,

sharing poems and songs with listeners of all ages.

• The musicality of poetry makes it an especially suitable literary form for teachers
to read aloud and, at times, to put to music.

POETRY VS. PROSE

• Poetry, on the other hand, is a form of writing that is based on musicality and
rhythm. It is often characterized by its use of figurative languages, such as
metaphors and similes. Poetry is often used for poems and some of its devices are
also used in songwriting.

• Prose is a form of writing that is based on spoken language. It is characterised by

its natural flow and rhythm, as well as its use of regular grammar and punctuation.
Prose is often used for novels, short stories, and essays.

GREAT EXPECTATIONS BY CHARLES DICKENS

• In this passage, Dickens expertly conveys one of the many difficulties of growing
up-the fear of becoming someone you do not want to be. Many growing adults
cling to the safety of youth, only to be overcome by the difficulties of adulthood
that lead them to participate in the same behaviors they despise. Dickens' prose
writing style makes this passage relatable to readers, as they can feel the main
character, Pip, baring his soul.

GREAT EXPECTATIONS
CHARLES DICKENS

THE CATCHER IN THE RYE BY J.D. SALINGER

• One of the many reasons Catcher is renowned as a classic is Salinger's ability to

convey protagonist Holden Caulfield's thoughts to the reader clearly (but not
concisely). Caulfield shares his story like many people find their inner voice
working- taking tangents and roundabouts, exploring new ideas, and returning to
old ideas. As a result, many readers feel they know Caulfield by the end of the
novel, even though he's a fictional character created by Salinger's imagination.

GREAT EXPECTATIONS BY CHARLES DICKENS

• In this passage, Dickens expertly conveys one of the many difficulties of growing
up-the fear of becoming someone you do not want to be. Many growing adults
cling to the safety of youth, only to be overcome by the difficulties of adulthood
that lead them to participate in the same behaviors they despise. Dickens' prose
writing style makes this passage relatable to readers, as they can feel the main
character, Pip, baring his soul.

Song ex.

Tandang-tanda ko pa nung panahon ng tag-tuyot Talagang lito na 'ko kung sa'n pa

'ko susuot

Buti mas inugali ko pa ring pukpok nang pukpok Kesa mukmok nang mukmok sa
pangarap ay suntok nang suntok

Mga alaala nung wala pa, buti na lang ay nakawala na Ngayon 'pag usapan ay may
napala, isa 'ko sa kasama, 'di na pwedeng mawala pa
Kitang-kita sa career ko sobrang blessed, susulitin ko na bago mawala 'to
Kaya kada may bagong pasang beat
Pinupulido palagi kada lapat, eh kasi gano'n dapat
Kilala mo naman ako alam mo naman, mahal na mahal ko
mga tagapakinig
Sila dahilan kung ba't pitaka kumapal, walang dahilan para sila'y tipirin
Sila nakatulong kaya dito na ako m
Di ko akalaing sa ibabaw dadalhin.

TYPES OF POETRY BOOKS

MOTHER GOOSE AND NURSERY RHYME BOOKS

• Mother Goose and nursery rhyme books are heavily illustrated collections of
traditional verse.

• Tomie de Paola's Mother Goose, collected and illustrated by Tomie de Paola, is a

good example.

• Collected nursery rhymes first appeared in editions of Charles Perrault's Tales of

Mother Goose in France in the early eighteenth century.

RING-A-ROUND THE ROSIE

Ring Around The Rosie SONG MEANING

Ring-a-round the rosie, A pocket full of posies, Ashes! Ashes! We all fall down.

Cows in the meadows Eating buttercups A-tishoo! A-tishoo! We all jump up.

THERE WAS AN OLD WOMAN

There was an old woman who lived in a shoe.

She had so many children, she didn't know what to do;
She gave them some broth without any bread;
Then kissed them all soundly and put them to bed.

NURSERY SONGS

The Best Nursery Rhymes For Kids :

• Nursery songs are heavily illustrated collections of traditional and modern verses
with musical notation. Melody emphasizes the innate musicality of these verses
and turns some verses into games ("Ring around the Roses") and others into
lullabies ("Rock-a-Bye Baby") and finger plays ("Eensy, Weensy Spider").

ITSY BITSY SPIDER

The itsy bitsy spider climbed up the waterspout.

Down came the rain and washed the spider out. Out came the sun and dried up all
the rain and the itsy bitsy spider climbed up the spout again.

SOUND PATTERNS

• Sound patterns are made by repeated sounds and combinations of sounds in the
words. Words, phrases, or lines are sometimes repeated in their entirety. Also,
parts of words may be repeated, as with rhyme, the sound device that children most
recognize and enjoy. Rhyme occurs when the ends of words.

STAR LIGHT, STAR BRIGHT

Star light, star bright, First star I see tonight, I wish I may, I wish I might, Have
this wish I wish tonight.

SOUND IN POETRY

• Assonance is another pattern poets use for effect. In this case, the same vowel
sound is heard repeatedly within a line or a few lines of poetry. Assonance is
exemplified in these words: hoop, gloom, moon, moot, and boots.

• Alliteration is a pattern in which initial consonant sounds are heard frequently

within a few lines of poetry. Examples are ship, shy, and shape.

• Consonance is similar to alliteration but usually refers to a close juxtaposition of

similar final consonant sounds, as in flake, chuck, and stroke.

• Onomatopoeia is the device in which the sound of a word imitates its real
worldsound. Examples are buzz for the sound of a bee and hiss for the sound a
snake makes.
ANTHOLOGIES OF POETRY

• A large, comprehensive anthology of poetry for children is a must in every

classroom. Anthologies should be organized by subject for easy retrieval of poems
appropriate for almost any occasion.

• In addition, indexes of poets and titles or first lines are usually provided in these
texts. Works by contemporary and traditional poets can be found in most of these
anthologies; they appeal to a wide age range, providing nursery rhymes for
toddlers as well as longer, narrative poems for older readers.

SPECIALIZED POETRY BOOKS

• Specialized poetry books, in which the poems are all by one poet, on one topic,
for one age group, or of one poetic form, are readily available. These specialized
collections support teachers and children in exploring specific topics, poets, and
types of poetry.

RHYTHM

• Rhythm is the beat or regular cadence of the poem. Poetry, usually an oral form
of literature, relies on rhythm to help communicate meaning. A fast rhythm is
effected through short lines; clipped syllables; sharp, high vowel sounds, such as
the sounds represented by the letters a, e, and i; and abrupt consonant sounds, such
as the sounds represented by the letters k, t, w, and p.