Jean Phifer

OWP

Book Report 4

Teaching with Children's Books - Paths to Literature-Based Instruction

Edited by Marilou Sorensen and Barbara Lehman

This book contains twenty-seven articles related to teaching with literature. Following are a brief summary of some of the articles.

The Power of Story and Storying: Children's Books as Models - Karla Hawkins Wendelin

This article states that reading and telling stories can lead to writing stories. It gives examples of books whose author's share family recollections in the books they have written. Children have stories of their own and these stories are worth being written down and told.

Thematic Units: Integrating the Curriculum - Sylvia M. Vardell

The following are the components of thematic teaching:

1. Literature-Many books and reading materials are included in a wide range of reading levels.

2. Integration-Literature leads into project and content area connections.

3. Collaboration-Students and teachers work together exploring and sharing. It is more work, but very satisfying.

4. Community Resources-Units could be done without, but it helps make the real world connection.

-Parents

-Businesses

-Organizations

-Museums

-Connection with physical objects

5. Time-Thematic units provide more reading and thinking time because they usually last several weeks.

6. Empowerment-Teachers in integrated programs own and develop their own programs.

Keeping the Reading Lights Burning - Peter Roop

The author shares the process of writing his children's book, "Keep the Lights Burning, Abbie" with his first and second grade students. He then teaches a unit using the book and includes poetry writing, letter writing, and art with the building of lighthouses.

"Joyful Noises" across the Curriculum: Confessions of a Would-Be Poetry Teacher- Joel D. Chaston

Chaston states, "First, students should be helped to see how poetry relates to their personal experiences, to other forms of literature, and to all areas of the curriculum. Second, children and young adults need to be exposed to poetry of all kinds and varieties. At the same time, they should be helped to appreciate the language and music of poetry. Finally, students should be encouraged to respond to poetry in a variety of ways, through music, drama, art, and dance as well as literature.

Poetry is easily integrated into all subject areas.

Collaborating with Children on Theme Studies-Linda Lamme

Instead of teachers planning thematic units, this article discusses how students collaborate with each other and the teacher in a unit study. By doing so children become "active seekers of information" and "it makes the manner in which they learn more like how they learn in life outside school."

This was a very informative book and I enjoyed reading the articles. I especially liked the articles on poetry and collaborating with students on theme studies. I would like to do more in both these areas and the articles gave me some good ideas.Last year I used literature for teaching math and thoroughly enjoyed it. I would like to use more literature in other subject areas. This book provided many good book lists.

Our district adopted a new basal series for reading after not having one for many years. The literature is excellent and it is great knowing that the skills required by our district and the state are being covered. It is nice not having to continually search for materials to cover these skills. I also use literature books as a part of my reading program and I believe that there is room for both basals and literature books in the teaching of reading. I feel the students like the variety they get from both kinds of instruction.