Questions on strategies...


Thinking Skills – plot out your answers

I have given you the sample of thinking skills strategies. 
Now try and answer these questions based on the reading strategies and stories done on the 7th of August 2012. Use the thinking skills strategies to help you frame your answer. Enjoy!!

1. We have gone through activities using stories to teach language. Have we?
2. What  activities? What do you think of the activities

3. Why was the story book chosen?  What was good about it?

 4. How can you use these books to teach language?

5. Were the activities  carried out good? Why do you say so?

More links on bibliotherapy to clear your doubts

More on bibliotherapy

Read the notes in the new links I have posted and decide how you can use bibliotherapy in school. We will discuss this in the class when we are doing this topic. Have fun.

Want to know what bibliotherapy is?

Bibliotherapy ...having doubts?

Loads of reference

There are loads and loads of references on the net regarding children's literature. The book you all got recently is also very good. Try to answer all the questions. You never can say what might come out in the exam.

By the way, have you found out what bibliotherapy is?

MULTICULTURAL LITERATURE

What do you all think about multicultural literature? Why do you think you have to study this topic? How does culture come into the picture where children's literature is concerned?

How about values? How can children's literature help where moral values are concerned?

INTRODUCTION TO CHILDREN’S LITERATURE

  TOPIC 1
INTRODUCTION TO CHILDREN’S LITERATURE



1.0  SYNOPSIS

Topic 1 is an introduction to children’s literature. In this unit, you will learn what is meant by children’s literature and be exposed to the different genres on children’s literature. In addition, you will experience  how literature is applied as a transactional process. You will also see the value of literature to children from a personal and an academic point of view.


1.1  LEARNING OUTCOMES

By the end of this session, you will be able to:

  • Define  children’s literature and the different genres involved
  • Apply children’s literature as a transactional process
  • Explain the value of children’s literature from a personal and academic persective

 1.2       FRAMEWORK

1.2.1     Defining children’s literature

Liam Otten (2003),  says that children’s literature exists as an idea in the adult mind about the ways one speaks to children and about how we adults configure childhood. Children’s literature celebrates the imagination that we, as adults, think is necessary to engage children in. It is a way for adults, in short, to distinguish children from adults. Laura Laffrado (1995) defines children’s literature as literature that doesn’t exclude children, family literature, and literature for a number of generations. It includes so many different types of writing for such a wide range of ages, from toddlers on the brink of comprehension to teenagers on the brink of adulthood. 

True literature written explicitly for children has only come about in the past two or three hundred years. However, all literature began with the ancient art of storytelling. Storytelling is an integral part of every world culture. In the early times people did not differentiate between adult and children’s literature. Children heard and, most probably, enjoyed the same stories as their parents. In fact, one of the most popular books among England’s schoolchildren was Book of Martyrs (1563) by John Foxe, which  was an anti-Catholic book filled with grisly scenes of violent deaths for religion’s sake. Then, in 1958 Orbis Sensualium Pictus by John Comenius’s appeared. It was considered the first children’s picture book and was intended as a textbook for the teaching of Latin through pictures.

Literature entices, motivates and instructs. It opens doors to discovery and provides endless hours of adventure and enjoyment. Children need not be tied to the whims of television programmes nor go down a hole into Wonderland, save a wild herd of cows from slaughter, learn about a new hobby that will provide many enjoyable hours or model themselves after real-life people’s accomplishments. These experiences are available at any time on the nearest bookshelf in the form of children’s literature.

There are certain characteristics associated with children’s literature. It is often less frank than adult literature. It is contemporary which means that it reflects problems of today. The content of children’s literature is usually simplistic and straightforward compared to adult literature. It also reflects the emotions and experiences of children today and expresses matters from a child’s point of view. Children’s books are optimistic, in which, hope is a vital element. Children’s literature often contains illustrations in the younger children’s books. Certain elements like repetitions are included and adult themes are excluded. In other words, it is ‘child appropriate’. Children’s literature focuses on action. There is a tendency towards fantasy. A lot of children’s literature is didactic, that is, intended to instruct  and it is also educational. Almost all the time it has a happy ending but it is not necessarily the norm.

Books are the major means of transmitting literary heritage from one generation to the next. Each new generation can enjoy the words in books. As Sir Francis Bacon put it, “ Some books are to be tasted, others to be swallowed, and some few to be chewed and digested”. So, books should be an integral part of every good preschool and elementary school classroom. The best classrooms are those saturated with books

Adults, like teachers and parents,  play a strong role in helping children realize the rich feast awaiting them between the covers of a book. One of the greatest gifts a parent or teacher can give to a child is a love for reading. This love should be developed early in life.  It’s never too late to acquire a love for reading and instill a passion for books. Children are more likely to read if they see the adults around them reading  and if books are readily available. Example is the best teacher.

Hard as it is to define, children’s literature is now recognized as an important field of study, both in itself and for the insights it yields into literature as a whole — as well as into the family life, society and thinking of any given period, and the minds of the many major authors influenced by it. On all counts, it is a fascinating and rewarding subject.

1.2.2     Exploring different genres in children’s literature

 Basically the main genres referred to under children’s literature include :

·         Picture Books

Picture books provide  ‘visual experiences’ which tell stories with pictures. There may or may not be text with the pictures in the book.
Eg. The Tale of Peter Rabbit by Beatrix Potter

·         Picture Story Books

Picture story books contain pictures or illustrations that complement the story, often mirroring the plot.
Eg. Alice’s Adventures in Wonderland by Lewis Carroll.


·         Traditional Literature

Traditional literature refers to stories that are passed down from generation to generation changing slowly over time. Traditional literature includes folktales, folklore, fairy tales, fables, legends and myths.
Eg. Little Snow White

·         Historical Fiction

Historical fiction refers to stories portraying a time period in the past or it conveys information about a specific time period or historical event.
Eg. Steps to Freedom by Dr. Susan Shafer.

·         Modern Fantasy

A fantasy is an imaginative tale that requires young readers to accept elements and story lines that clearly cannot be true. Modern fantasies are contemporary stories that are imaginative tales.
Eg. Where the Mountain Meets the Moon by Grace Lin.


·         Realistic Fiction

Realistic fictions are stories that are similar to historic fiction, except, these are based on current issues. These stories feature children as the main characters and allow young readers to experience different things.
Eg. Pictures of Hollis Woods by  Patricia Reilly Giff

·         Non-fiction or Informational Books

The non-fiction books help readers learn more about real things and provide young readers information.
Eg. The Life and Times of the Ant by Charles Micucci

·         Biography

A biography is a true life story that someone has written about another person. These books can be extremely motivating to young children.
Eg. He rescues the Birds (Abraham Lincoln) by Noah Brooks.

·         Poetry

“Poetry is a rhythmical composition of words expressing an attitude, designed to surprise and delight, and to arouse an emotional response.” X.J. Kennedy (1995).  Poetry refers to pieces of writing that involve rhythm, rhyme, literary devices and creativity. Children’s poetry introduces children to different writing styles using verses.
Eg. The Bee’s Knees by Roger.


·         Drama

Drama generally takes the form of a story presented to an audience through dialogue and action. The story is conveyed using the elements of the theatre: acting, costumes, props, scenery, lighting, music, and sound.         



1.2.3     Experiencing literature as a transactional process

According to Rosenblatt (1978),   experiencing literature as a transactional process refers to how the meaning is constructed in the transaction between a particular reader and a particular text. This means that readers bring their prior knowledge and experiences to bear on the reading event. Generally, meaning is constructed during the transaction between the reader and the text.

The term transaction is used in the aspect of literature because the meaning of the text depends on the background experience brought with the reader and this differs with every reader. From the transactional perspective, the reader plays a central role in the construction of meaning, drawing upon prior knowledge and experience to attend selectively to specific aspects of a text. The transactional process in children’s literature is seen as a way of knowing and to help children make connections to the world around them. It is used to acquaint the children with the language of stories. It also helps the children learn about the characteristics of the natural world, as well as the social world. In addition, children will be able to gain insights into their own personalities and identities.

According to Halliday (1980), literature is used as a vehicle for learning language, learning through language and learning about language.

Literature is used as a means to help children relate to the world.  This is supported by Short (1999), who says students need opportunities to learn language by reading extensively, to learn about language by reflecting on their reading strategies and literary knowledge and to learn through language by using literature to inquire about the world and their own lives.


1.2.4     Personal and academic value of literature to children

Literature plays a strong role in helping to understand and value cultural heritage. Developing positive attitudes towards a reader’s own culture and the cultures of others is necessary for both social and personal development.

For decades, research has concluded that children’s books not only provide great pleasure to readers, but they can also play a significant role in children’s social and academic success, as said by Hoewisch (2000). The sheer enjoyment of reading instills a sense of love for literature. Children’s literature engages the child, and creates a pattern or a ritual whereby children continue to read, and thereby learn and grow from all its other benefits. Thus leading to personal development through realising the academic value of literature. Literature also helps in developing emotional intelligence. As said by Daniel Goolman (1995), there are five basic elements of emotional intelligence needed by children and they are self awareness, managing emotions handling anxiety, motivating themselves and being sensitive towards others.

Literature is a part of a culture. It not only reflects cultural norms, values and beliefs but it can also help shape them. The stories about the characters that the reader relates to and even emulates can be valuable lessons. Stories engage our sense of self as we explore a world full of dilemmas, choices and journeys.  Children’s literature will help to construct meaning about life as they watch how other characters react in certain situations.

Through literature it is possible to teach conflict and resolution and develop the personal characters of the readers. Readers can relate at a personal level and begin to analyse any conflict present in their own lives, so that they can develop the skills to resolve it productively.    

It is also possible to develop the academic value of literature to children. Young readers can acquire the language by enhancing oral and written communication of the readers through activities such as dramatization and art. They will also gain literary success as the more time children spend reading literature the better their reading and writing abilities become. According to Cohen (1968), significant improvement and increases also was found in young children’s comprehension and vocabulary skills. Similarly, phonological production also improved according to Irwin (1960). Cazden (1965), observed a significant improvement in the formation of complex sentence structures. Another observation was made by Applebee (1978), that there was an improvement in the concept of story structure.  Academic improvement among young readers was brought about as a result of being read to from an early age.

Furthermore, hearing stories read aloud also can assist children grasp the differences among literary forms and functions. Literature helps young readers to anticipate story patterns and endings.  Hoeswisch (2000), adds that through literature children also develop quicker and more fluent reading.   








Task 1:          In groups of 4, collect 3 children’s books and compare them with books read by adults. Prepare a graphic organiser to depict the comparison and present it.

Task 2:          In groups of 4 gather an example of literature for each genre mentioned and present it in class justifying your choice.

Task 3:          In groups of 4 choose and read a children’s book and express your opinions about the issues in the book. Compare the similarities and differences in the opinions among your groups. All the groups have to read the same book.

Task 4:          In groups of 4, read a children’s book and show how the book can be used to develop personal and academic values in children. Use examples from the book to support your presentation.
Complie all completed tasks in your portfolio.
REFERENCES
Kennedy, X.J. & Dana Goia, D.  (1995).  Literature:  An introduction to         Fiction,Poetry and Drama.  (6th Ed.).  New York:  Harper Collins.
            Mcrae, J.  (1991).  Literature with a small ‘l’.  London:  MacMillan Publishers.
            Norton, D.E.  (2006).  Through the eyes of  a child.  An introduction to                                   Children’s Literature.  (6th Ed.).  New Jersey:  Merrill Prentice Hall.
            Russell,  D.L.  (2005).  Literature For Children. A Short Introduction.   (5th Ed.) 
                        Boston:  Allyn & Bacon.

Prepared by Jayanthi Mala Marimuthu

HI , WANT THE DEFINITION OF CHILDREN'S LITERATURE? GO TO THE LINK

DEFINITION OF CHILDREN'S LIT ON WIKIPEDIA

Strategies for teaching children's literature and trying them out in class

Hello, Come lets try out some activities in class. I have given a CD with lots of notes and some videos for you to view. Go through them and decide on some activities that you can try out in class. I will be giving you some more input. Please come to my table or make an appointment to meet me if you have any problems. Will be discussing activities in our next lesson on 7th August. See you.

Hi there I'm back

There are some notes posted for your assistance. Please read, discuss among yourselves and do your activities. Prepare for class presentation and discussion. Please meet me if you do have any problems. Bye

CHILDREN’S LITERATURE IN THE MALAYSIAN PRIMARY ENGLISH LANGUAGE CURRICULUM (YEAR 1 – YEAR 6)

TOPIC 10
CHILDREN’S LITERATURE IN THE MALAYSIAN PRIMARY ENGLISH LANGUAGE CURRICULUM (YEAR 1 – YEAR 6)




10.0  SYNOPSIS

This topic introduces you to the children’s literature in Malaysian Primary English Language curriculum which is implemented to equip pupils with basic language skills in order to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils’ level of development. This topic also helps to develop your ability to understand children’s literature and describe how literature can be used in English language classroom.It also guides you to teach the pupils to appreciatiate literature through texts read, sing songs, recite rhymes and poems as well as produce creative works for enjoyment.

10.1  LEARNING OUTCOMES


By the end of this session, you will be able to:

·         demonstrate an understanding of children’s literature in the Malaysian Primary English Language Curriculum by examine the literature content of the curiculum
·         identify and evaluate the different literary genres suitable for the primary English classroom.
·         demonstrate an awareness of the use of children’s literature in teaching English langugage through purposeful activities in meaningful contexts.
·         train the pupils to appreciatiate literature through texts read , sing songs, recite rhymes and poems as well as produce creative works for enjoyment.



10.2  fRAMEWORK OF TOPICS


10.2.1.            Examine the Literature Content of the Curriculum

The curriculum content is organised in terms of Content Standards and Learning Standards. Content Standards specify the essential knowledge, skills, understandings and strategies that pupils need to learn. Learning Standards describe in detail the degree or quality of proficiency that pupils need to display in relation to the Content Standards for a particular year.

In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English input, in the form of stories or oral descriptions by teachers based on graphic texts. Through listening, pupils will become familiar with words that will be introduced in their early reading and writing lessons. The emphasis in the initial stages will be on vocabulary acquisition.

English is taught as a second language in all Malaysian primary and secondary schools. The mastery of English is essential for pupils to gain access to information and knowledge written in English. In line with the government’s policy on strengthening English, the curriculum has been designed to produce pupils who will be proficient in the language.

The goal of the English language curriculum is to help pupils acquire the language in order to help them use it in their daily lives, to further their studies, and for work purposes.

This curriculum stresses the development of critical literacy. Teachers will provide opportunities for pupils to question and evaluate texts that they listen to, read or view. These opportunities are essential for achieving personal growth and confidence in functioning as an effective and productive member of our society. This is in line with the goals of the National Philosophy of Education which seeks to optimise the intellectual, emotional and spiritual potential of pupils.
The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils’ level of development.

In the language arts module, pupils are trained to show appreciation of and demonstrate understanding of texts read, sing songs, recite rhymes and poems as well as produce creative works for enjoyment.

Definition of children’s literature

several books

Children’s literature’ can be defined as “the material created for and widely read, viewed and heard by children, that has an
 imaginative element.”

( Pusat Perkembangan Kurikulum KPM, 2006 )


Children's literature exists as an idea in the adult mind about the ways one speaks to children, about how we adults configure childhood. Children’s literature celebrates the imagination we think is necessary for us to engage childhood as adults. It is a way for adults, in short, to distinguish children from adults ( Barnad, & Winn.  2006 ).

It is probably most useful to define children’s literature broadly, as literature that doesn't exclude children, family literature, literature for a number of generations ( Laffrodo,  2006 ).

Children’s literature represent our first encounters with literature, in which we hear words used beautifully and tune ourselves to the rhythms of our language. ( Chech, 2004 ).Children’s literature is a gymnasium where children enter it, they exercise the imagination, the emotions, the  intelect and even the conscience on moral sensisibility in a way that they can know nowhere else.( Jones, ( 2001 ).

Benefits of  having Children’s Literature

·         Personal and Emotional gains

Literature gives enjoyment.
It enriches their understanding of themselves and the world around 
them.
It develops imagination.
It helps children make sense of their own experience.
It evokes one’s feelings on issues related to life.

·         Learning Gains

It allows children to learn new ideas and knowledge.
It adds to their understanding of concepts.
It allows children to understand cultural traditions and values and   
issues in life.
It allows children to develop respect for self and others.
It encourages them to become aware of their audience.

·         Language Gains

It helps children develop an awareness of how language works in  
communication.
It helps them develop an understanding of the meaning of words.
It allows them to experience new ways of using language that bridges
the gap between written and spoken language.

Exploring  different genres in children’s literature
                   The term genre in the world of the literary arts is a reference to the    collection of all possible themes or subjects that any and all literary works can possess and display, and sometimes additionally to literary techniques, linguistic or language properties, and styles.
                   Literature may be classified into four categories or genres :

·         Prose fiction
·         Poetry
·         Drama
·         Nonfiction prose
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Prose fiction or narrative fiction, includes myths,  parables,  romances,  novels and short stories. It means anything made up,  crafted,  or shaped or words refer to prose stories based in authors imagination. The essence of fiction is narration.

Poetry expresses a monologue or a conventional grounded in the most deeply felt experiences of human beings. It exists in many formal and informal shapes, from the brief haiku  to the extensive epic. Poetry relies heavily on imagery,   figurative language, and sound. Drama is a literature designed to be performed by actors. Drama on a single character or a small number or characters. It enacts personal events as if they were happening in the present.

Nonfiction prose consists of news reports,  feature articles,  essays,  editorials,  textbooks,  historical and biographical works,  and the like all of which describe or interpret facts and present judgments and opinions.   

One genre that might be effective as a beginning point, and is particularly enjoyable for children, is folktales.  Folktales often start with real people, good guys and bad guys. As the exploits and the events of these people are told and retold, usually the original story is modified to make it more interesting or more humorous. That's the reason that many folktales present larger-than-life characters and very unusual happenings. As people told these tales around the local cafes and restaurants, they became more eye-popping or side-splitting to impress the listening audience.

                  The notion of genre is an abstraction, a thought apart from concrete realities or specific objects. Moreover, it's used to classify and describe other abstract objects, namely written works.


10.2.2      Analyse the Literature Component of the Curriculum
·         Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas)
Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010
·         Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas)
Bahasa Inggeris SJK, Bahagian Pembangunan Kurikulum 2010


Aims and objectives  of the children’s literature programme
·         To help pupils improve their English through reading simple fiction
·         To provide a continuum for the literature component introduced in secondary  school
·         To create an enjoyable learning environment
·         To instil and inculcate the reading habit among pupils.
·         To enrich pupils’ vocabulary and language content.
·         To enhance pupils’ thinking skills.
·         To promote cultural understanding in the Malaysian context
·         To improve English language proficiency of pupils.
·         To provide lively, enjoyable and high-interest readings.


By the end of each year of learning, learners should be able to:

·         talk about their friends and family confidently and
·         express concerns about growing up;
·         sing songs,
·         recite simple poems and;
·         tell simple stories;
·         read and understand simple stories
·         give an opinion on the story and
·         write stories,
·         show an awareness of moral values and love towards the nation.

A Modular Curriculum

The modularity of the standard – based English Language Curriculum (KSSR) is of a modular structure. By organizing the organizing the curriculum standards under five modules (four for Year 1 and 2),  pupils will be able to focus on the development of salient language skills under each module through purposeful activities in meaningful contexts.

This modular approach does not exclude integration skills. However, skills integration is exploited strategically to enhance pupil’s development of specific language skills as described in the content and learning standards in a module. The curriculum is modular in design and this is reflected in the organization of the content and learning standards.

In order to make learning more meaningful and purposeful, language input is presented under themes and topics which are appropriate for pupils. Three broad themes have been identified in the curriculum.

·         World of Self, Family and Friends;
·         World of Stories and
·         World of Knowledge.
Language Arts

Language Arts  Bahasa Inggeris SK  Year 1&, 2

The standards for language arts in Year 1 and 2 will explore the power of story,  rhyme,  and song to activate pupil’s imagination and interest,  thus encouraging them to use English language widely.  

This  component  will  ensure  that  they  benefit  from hearing and using language from fictional as well as non – fiction sources. Through fun – filled and meaningful activities in this component,  pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works.

In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

The standards for language arts in Year 1 and 2 will explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely. This component will ensure that they benefit from hearing and using language from fictional as well as non-fictional sources.

Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success. They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible.
Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.
                                                       
Table 1 : Content and Learning Standards - Language Arts
( Bahasa Inggeris SK Year 1 and 2 )

CONTENT STANDARD
LEARNING STANDARD
Year One
LEARNING STANDARD
Year Two

By the end of the 6-year primary

schooling, pupils will be able to
enjoy and appreciate rhymes,
poems and songs, through
performance.

4.1.1 Able to enjoy nursery
rhymes, jazz chants and action
songs through non-verbal
response.

4.1.2 Able to recite nursery rhymes ,
jazz chants and sing action songs
with correct pronunciation and
rhythm.


4.1.1.Able to enjoy 
action songs
and jazz chants
 through non-
verbal response.

4.1.2 Able to sing 
action songs and
recite jazz chants 
with correct
pronunciation, 
rhythm and
intonation.

By the end of the 6-year primary

schooling pupils will be able to  express personal response to literary texts.


4.2.1 Able to demonstrate skills in
handling books appropriately.

4.2.2 Able to respond to:
a. book covers
b. pictures in books
with guidance.


4.2.1 Able to 
respond to:
a. book covers
b. pictures in books
c. characters
with guidance.


Language Arts  Bahasa Inggeris SJK  Year 1, 2 and 3

The standards for language arts in Year 1, 2 and 3 will explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely.

This component will ensure that they benefit from hearing and using language from fictional as well as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

Table 2 :  Content and Learning Standards Year One and Two- Language Arts
( Bahasa Inggeris SJK  Years 1, 2 and 3 )

CONTENT STANDARD
LEARNING STANDARD
Year One
LEARNING STANDARD
Year Two
LEARNING STANDARD
Year Three

4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs, through
performance.


4.1.1 Able to enjoy nursery rhymes and action songs through non-verbal response.
4.1.2 Able to recite nursery rhymes and sing action songs with correct pronunciation and rhythm.


4.1.1 Able to enjoy action songs and jazz chants through non-verbal response.
 4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.

4.1.1 Able to 
enjoy jazz chants 
and poems through 
non-verbal response.
4.1.2 Able to recite 
jazz chants and 
poems with correct pronunciation, 
rhythm and 
 intonation.

4.2 By the end of the 6-year primary schooling pupils will be able to express personal
response to literary texts.


4.2.1 Able to demonstrate
skills in handling
books appropriately.
4.2.2 Able to respond to:
a. book covers
b. pictures in books
with guidance.


4.2.1 Able to respond to:
a. book covers
b. pictures in
books
c. characters
with guidance.

4.2.1 Able to 
respond to:
a. characters
b. place
with guidance.
10.2.3             Identify Literary Sources For Children

Reading stories with children introduces them to the complex nature of language and helps them in acquiring important language skills.  However, the type of books read to children contributes to the depth of their learning. Parents should try to include a variety of books in their read aloud experience.  Different types of genre books are associated with different amounts and types of language and each will encourage a different dialog or conversation with children. 
Let's start this analysis by defining children's literature as both fiction and non-fiction books written especially for children from 0 to 12 years old. Children's books are classified by the following genre: 
Picture Books.  
Children's books that provide a "visual experience" - telling a story with pictures.  There may or may not be text with the book.  The content of the book, however, can be fully explained or illustrated with pictures. 

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Picture Story Books.  

Children's books that contain pictures or illustrations that complement the story, often mirroring the plot.  Both the text and the illustrations are important to the development of the story.  The pictures are the "eye-candy" that get people's attention, but the text is also needed to complete the story. 

Suggested Reading:
Quick as a cricket by Don and Audrey Wood
Flower Garden by Eve Bunting

Traditional Literature.  

Stories that are passed down from generation to generation, changing slowly over time are called traditional literature, this is what makes them so fascinating - they provide a link between the past and the future.  The stories, while retaining much of their original flavor and content have to evolve in subtle ways to remain meaningful in different eras.  Traditional literature is a great starting point to introduce children to the concept of a story and introduce them to different types of stories or genres and we can further break traditional literature down as:

Karen's Kids Best of #2 211
Suggested Reading:
Goldilocks and Three Bears by James Marshall
The Acorn Tree and other Folktales by Anne F. Rockwell

·         Folktales  
These feature common folks, such as peasants, and commonplace events.   There maybe be some "make-believe" elements, like talking animals, but the stories, overall, sound logical - even realistic.  Folk tales seek to explain things about life, nature, or the human condition.

·         Fairy Tales
 Also called "magic stories," these are filled with dreamlike possibility. Fairy tales feature magical and enchanted forces.  They always have a "happily ever after" ending, where good is rewarded and evil is punished.


·         Fables 
Short stories, in verse or prose, with an moral ending.  These types of stories are credited Aesop (6th century BC), who told tales of animals and other inanimate objects that teach lessons about life. 

·         Legends  
While based in history, these stories embellish the life of a real person. The facts and adventures of the person are exaggerated, making the individual famous for their deeds.

·         Myths 
Some stories have to be told as related tales to be meaningful.  Myths portray themselves as representing a distant past.  They contain common themes and characters, often "gods."  Myths attempt to explain the beginning of the world, natural phenomena, the relationships between the gods and humans, and the origins of civilization. Myths, like legends, are stories told as though they were true.
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Historical Fiction.  

These are stories that are written to portray a time period or convey information about a specific time period or an historical event.  Authors use historical fiction to create drama and interest based on real events in people's lives.  The characters may be real, based on real people, or entirely made up. 

In many ways, these types of books can be more powerful teaching tools than nonfiction, especially for children.  Often, historical fiction presents history from the point of view of young participants.  There are few contemporary accounts of how children have experienced and participated in Children's historical fiction features youth playing an important, participatory role in history


Modern Fantasy.  

This broad genre is probably easier to define by example or by what it is NOT. The stories are contemporary or are nondescript as to when they occur.  They are imaginative tales require young readers to accept elements and story lines that clearly cannot be true - readers must suspend disbelief.  The stories may be based on animals that talk, elements of science fiction, supernatural or horror, or combinations of these elements.

 Suggested Reading:
Charlottes Web,                                                                       
Winnie The Pooh,
 Alice In the Wonderland,
Willie Wonka and The Chocolate Factory,
The Wizard of Oz.
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Realistic Fiction.  

Books that are written for today's youths, representing contemporary times, based on real world situations are called realistic fictions. Similar to historical fiction,  except these stories are based on current events. They feature children as their main characters and often allow young readers to  “experience” different settings,  cultures,  and situations than what is the norm for their  lifestyle. Children’s realistic fiction features main characters of approximately the age (or slightly older than) the book’s intended audience. The books present a “real –young person solves that problem.
Non-fiction or Informational Books.

Books that are designed to help readers learn more about real things. They provide young readers information without the literary devises common to fiction. They can be a challenging genre for children because a given presentation about the real – world has to assume something about a readers abilities, understanding of interest. The challenge is to match high interest topics with appropriate reading levels and backgrounds knowledge. For example, may children interested in jets and rockets, but few are ready to read “rocket science”. In schools, these books have traditionally been used for academic study and research projects.  

Suggested Rea Reading:
Dinosaur Bones by Bob Barner
From Wheat to Pasta by Robert Egan



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Biography. 

A form of non-fiction that is based on the life of a person.  Children enjoy reading stories   about other people - biographies and form an effective "bridge" between storytelling and nonfiction - after all - everyone's life is a story!
Because biographies are almost always published about notable people in notable fields,     biographies are often used to introduce children to the concept of non - fiction. Biographies can also be extremely motivating young children to dream about when they grow up. The lives of famous,  important people let children see how the process of growing up shapes the opportunities, choices,  and challenges people face in life.

Poetry and Drama.  

Poems and drama are important genres that introduce children to verse,  prose,  rhythm,  rhyme,  writing styles,  literary devices,  symbolism,  analogies,  and metaphors. From a librarian’s point of view,  they are important because they are written at different reading levels so that a young reader’s interests can be  matched with text that is consistent with their abilities. This is a especially important for “reluctant readers” that may read below their age group. The simple language used in some poems and drama can be appreciated by readers of varying abilities, providing a context to teach a variety of language skills.

Suggested Reading:
Sing a Song of Popcorn : Every Child’s Book of Poems by M. White
Read  - Aloud Rhymes for the Very Young by Jack Prelutsky
Richard Scarry’s Best Mother Goose by Richard Scarry
The Real Mother Goose by Blanche Wrigh
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Table : 3  Titles for Contemporary Children’s Literature Year 4 (SK)

   ( Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas)
     Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010 )


1
Tidy Your Room, Tanya! - Pamela Rushby
Karisma Productions2
Kedah, 
PulauPinang, Perak,Selangor,
Wilayah Persekutuan,
Negeri Sembilan,
Johor, Melaka

2
Tales and Tails -Hyacinth Gaudart
Gapura Cita3.
3
The Little Blue Boy -Fatou Keita
Danalis Distributors4.
4
Coral Bay Surprise -Barbara & David Miller 
Rima Enterprise5

Pahang,Terengganu,
Kelantan, Labuan,
Sabah ,Sarawak

5
Everyone is Good At Something -Peter Etherton
Falcon Press6.
6
The Humble Prince-Kumara Velu
Oscar Book International













Samples children’s poetry

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Three Little Kittens

Three little kittens
Lost their mittens
And they began to cry
“ Oh Mother dear,
We sadly fear
Our mittens we have lost!”
“ What! Lost your mittens,
You naughty kittens?
Then you shall have no pie!”
“ Meow! Meow!  Meow!”

Three little kittens
They found their mittens
And they began to cry
“ Oh Mother dear,
See here, see here,
Our mittens we have found!”
“ What! Found your mittens,
You darling little kittens?
Then you shall have some pie!”
“ Purr, purr, purr.”


,


Samples rhymes


Two Little Black Birds

Two little black birds,
Sitting on the wall,
One is Peter, One is Paul

Fly away Peter
Fly away Paul
Come back Peter
Come back Paul

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Samples of children’s songs





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Que Serra Serra

When I was just a little girl
I asked my mother
What will I be
Will I be preety
Will I be rich
Here’s what she said to me

Que serra serra
What ever will be, will be
The future is not us to see
Que serra serra
What will be will be

The English Language syllabus has introduced Children’s Contemporary Literature in Year 4, 5 and 6 in order to provide an early beginning and a foundation in literature. Pupils will develop an understanding of other societies, cultures, values and traditions that will help them in their emotional and spiritual growth. A follow-up programme to the structured reading programme for Year 1 and Year 2 pupils.

The implementation of KSSR has put more emphasis in children literature.The standards for Language Arts in Year 1 and Year 2 will explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely.

The standards for Language Arts in Year 1, Year 2  and Year 3 for SJK will also explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely.

This component will ensure that they benefit from hearing and using language from fictional as well as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

The objective of the Language Arts component also complement the reading skills.Students read and enjoy simple stories and poems and respond to them by talking about  people, animals and moral values in the story or poem, and relating it to one’s life.Students need to read simple texts and predict outcomes at a level suited to learners’ability.Students also need to read simple texts and make inferences and draw obvious conclusions.
Tutorial Question
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Task 1
1 ( a )  Choose any literary genre suggested in Year 2 KSSR curriculum. Design one activity  which promote cultural understanding in Malaysian context.
Task 2
2 ( a )   Discuss the importance of having a literature component in the curiculum
   ( b)  Discuss the roles of literature in The English Language Curriculum for    Primary     Schools
Task  3
3 ( a )  Plan a language art lesson on talking about  people, animals and moral     values in the story or poem, and  relating it to pupils’ life
Task  4
4 ( a )  Choose one story suggested in year 4 curriculum. Design an activity         you plan to use in your next literature lesson to help the students follow the plot of the story.
Disediakan oleh  Siti Hawa Hasim
That’s all you have to do.  Good Luck!
Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SK,
 Bahagian Pembangunan Kurikulum 2010
Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SJK,
 Bahagian Pembangunan Kurikulum 2010
Access literature : An Introduction to fiction, poetry and drama ( Barnard, B & Winn, F, David, 2006 ) Thomas Wadsworth, Boston USA.
Literature : An Introduction to Reading and writing ( Roberts. V.E & Jacobs, H.E, 1998 ) Prentice-Hall, New Jersey.
Power Point Kursus Pelaksanaan Program Bacaan Sastera Kontemporari Kanak-KaBahasa Inggeris Tahun 6 contemporary children’s literature overview & assessment (2006)
Pusat Perkembangan Kurikulum  Kementerian Pelajaran Malaysia