MAEE 201 CHILDRENS LITERATURE WHY TEACH LITERATURE TO CHILDREN? 1.

Literature provides emotional release - Reading the writings of others, children are able to project themselves so that they receive help for their own problem. - They come to understand human nature by learning that their problems are not unique. . Literature is needed by children to enrich their own language - The mental process of thin!ing, remembering, perceiving, forming concepts, generali"ing are made possible as they acquire their vocabulary. #. Literature contributes to their creative talents - Literature stimulates children to write for themselves - Literature enables them to e$press better - Literature helps children build s!ills in e$pression and can develop sensitivity to sights, sounds, words, life%s problems and people &. Literature increases their !nowledge - 'hanges their outloo! in life - (evelops desirable attitudes and values - Refines tastes - )odifies their behavior - *timulates intellectual and emotional growth INVOLVEMENT OF READING IN LITERATURE LESSON - 'hildren are taught the s!ills and approaches that will lead them to read for enlightenment and entertainment. COMPREHENSION SKILLS These are s!ills needed to understand the selection. 1. 'lassifying pictures - 'lassify objects+pictures that are similar, shapes that are different or similar, colors that are same and those that are different . *equencing pictures #. ,rouping pictures -.ther 'omprehension s!ills to be taught to emergent readers/ 1. 0oting details . *equencing events #. .rgani"ing ideas &. 'lassifying ideas 1. *ummari"ing 2. 'ritical thin!ing s!ills YOU CANNOT APPRECIATE WHAT YOU CANNOT UNDERSTAND. EMERGENT READERS ARE CAPABLE OF ASSIMILATING THE HIGHER-ORDERTHINKING-SKILLS (HOTS . 8ow can this be done9 1. :est done when stories are read to them. *tory reading from a boo! ; has a positive effect on children LITERARY APPRECIATION SKILLS These are the s!ills that are used to enjoy and recogni"e the values of such selection 1. 3erbali"ing emotional responses . 4njoying humor #. 5dentifying characters &. 6nderstanding figurative language 1. 5dentifying mood and tone 2. 7ppreciating poetry+prose wor!

. 7fter reading the story, questions are as!ed. 8ow9 *tarting from the details of the story such as/ a. <ho are the characters9 b. <here did the story happen9 c. 7nd a description of the place and character #. Then questioning can proceed into higher levels such as as!ing/ the why9 The how9 5n what way9 4tc= These questions involve analyses, syntheses and generali"ation. &. The children can now be as!ed whether they li!e the story and why, the character whom they li!e best and why. The >if questions? can also be as!ed such as/ 5f you were the @@@@, what will you do9 <hy9 0ote/ The >if questions? should always be followed by why so to develop their reasoning abilities. The >if questions? are critical thin!ing questions. This could also be answered by a two-year-old child. 5mplication of this/ Teaching higher order thin!ing questions are not e$clusive for bigger children. They should be taught as early as possible.