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Response Guides for Teaching Children's Books

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Response Guides for Teaching Children's Books DOCUMENT RESUME ED 165 167 CS 204 629 AUTHOR Somers, Albert B.; Worthington, Janet Evans TITLE, Response Guides for Teaching Children's Books. INSTITUTION National Council of Teachers.of English, Urbana, PUB DATE 79 NOTE 124p. .AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 40866, $4.00 members, $5.00 non-members) EDRS PRICE MF-$0.83 HC-$6.01 Plus Postage. ,DESCRIPTORS Behavioral Objectives; *Childrens Books; *Creative Reading; *Critical Reading; Educational Resources; Elementary Education; Fiction; *Language Arts; *Literature Appreciation; *Reading Instruction; Reading Materials; Reading Skills; Student Motivation; Teaching Guides; Unit Plan ABSTRACT Intended to provide educators with units that will help them create student enthusiasm for reading, reinforce the teaching of reading skills, and interrelate the language arts with other areas of the curriculum, this book contains guides to 27 .works of- children's fiction. The guides are arranged in order of increasing \ difficulty and cover ten picture books, four "transitional" novels, and thirteen longer novels. Each guide opens with a brief plot summary, including a list of themes emphasized in the book. Next, a brief appraisal of the book's appeal to children, its strengths, and other relevant information is presented. The problems children might have in reading the book are discUssed in a section of reading consideLations, and a list of initiating activities offers suggestions for ways to introdUce children to the book. Each guide also contains a list of discussion questions, suggestions for activities in art and media, creative_ dramatics, and composing, and a list of instructional resources. (FL) .41 ******************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMC.-NT OFHEALTH. EDUCATION di WELFARE NATIONAL INSTITUTEOF J.. EDUCATION TH!S DOCUMENT 44..0 HAS BEEN REPRO- DUCE° EXACTLY ASRECEIVED FROM THE PERSON ORORGANIZATION ORIGIN. tr"-4 ATING IT POir TSOF VIEW OR OPINIONS STATED DO NOTNECESSARILY REPRE- SENT OFF1C:AL NATIONALINSTITUTE OF 0 Response Guides EDUCAT'ON POSITIONOR POLICY w for Teaching Children's Books A1 bert B. Somers Furman University Janet .Evans Worth i ngton West Virginia Institute of Technology. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY National Council of Teachers of 1111 kenyor: Road. Urilona, Illinois 6180.1 National Council of Teachers of English TO THE EDUCATIONAL RESOURCES a INFORMATION CENTER (ERIC/ AND USERS OF THE ERIC SYSTEM." NCTE-Editorial Board: Evelyn M. Copeland, Rucline Sims, Donald C. Stewart, Ann Terry, Frank Zidonis, Robert F. Hogan, ex officio, Paul O'Dea, ex officio. P,00k Design: Torn Kovacs. NCTE Stock Number: 40866. Copyright 0 1979 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teach - ing of English and language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive 'Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging in Publication Data SOmers, Albert B 1939 Response guides for teaching children's books. 1. Children's literatureStudy and teaching. 2. Books and reading for children. I. Worthington, Janet Evans, 1942 joint author. II. Title. LB 1575.556 372..6'4 79-18 ISBN 0-8141-4086-6 Contents Introduciion: Building Fires about Books Where the Wild Things Are 7 The Tale of Peter Rabbit 1.0 Sylvester and the Magic Pebble 14 Mike Mulligan and His Steam Shovel 17 Why Mosquitoes Buzz in People's Ears 20 The Biggest Bear Crow Boy One Morning in Maine 30 Arrow to the Sun: A Pueblo Indian Tale 33 Sam, Bangs, and Moonshine 36 The,Hundred Penify Box 40 The Courage of Sarah Noble 44 The Matchlock Gun 48 Rabbit Hill 52 Charlotte's Web 56 Little House in the Big Woods 61 Homer Price 66 From the Mixed-Up Files of Mrs: Basil E. Frankweiler 71 The Lion, the Witch" and the Wardrobe 75 Island of the Blue Dolphins -80 Call ft Courage r 85 Old Yeller 90 vill Contents The Borrowers 94 A Wrinkle in Time . 98 Julie of the Wolves 103 Are You There God? It's Me, Margaret -108 Sounder 112 Appendix: Publishers of Instructional Resources 117 Introduction: Building Fires about Books in Chapter 7 of Robert Lawson's Rabbit Hill, one of the workmen hired to,rebuild the stone wall near the Big. House. attributes the New Folks' unusual liking of small animals to their reading of books: "Makes 'ern_ queer,...that's what it does. ...Grandpa had the right of it`Readin' rots the mind,' he used to say."' Although Tim McGrath can hardly be considered the typical American, his atti- tude toward 'reading and books is- not uncommon among American youth and adults. Many of us reject reading; we either cannot read well or do not like to read or both. It is a national problem. -Obviously the problem can be overstated. Most-,of us cope well eno-ugh with print; we read signs, soup. cans, tax notices, Dear Abby, menus; the sports page, and Harold Robbins. But relatively few of us read for joy and insight as well as for pleasureand profit; few of us enrich our lives with reading. Unfortunately and unfairly, the blame for any reading problem is always placed on the American schools. The schools, itis so simply argued, do not teach us how to read. The truth, however, is that the schools arereasonably successful in teachingAmerican.' s, the fUndamental skills of reading. Despite inevitable failures,they turn out hordes of students every yearwho can easily read their way through the Yellow Pages andthe National Inquirer. What the schools too. ofter fail to do,:vie argue, is to excite children about reading. They present no convincing case for reading as a lifelong habit that is pleasurable, meaningful, enlightening, and rewarding. They fail to build fires about-books. The reasons for this failure of the American schools are so numer- ous and complicated that they defy easyanalysis. Administrative -and parental apathy,- lack of classroom time, large classes, inade- quate budgets, censorship, television, and a host of other causes all play a'part. Another contributing factor, we believe, is American education's love affair with the basal reader as the sine qua non of reading instruction and the subsequent neglect of children's books as a valid cornerstone of any reading program. Robert Lawson, Rabbit Hill (New York: Viking Press, 1944), pp. 82, 84. Introduction The -neglect of children's books in the elementary school class- room is deceptive: after all, books are read to children, elementary sch,-.41 libraries are more numerous than ever, and book clubs do fl-ou:7-ish in many schools. Still, in most schools, children-'s literature is not at the forefront of the reading program, but rathersome- where off to the side-:like Crow Boy in Taro Yashima's book. The neglect has several causes, three of which stand out. (1) Literature, along with art and music, is often out of favor with the American public and-is considered by many to be, at best, a frill. (2) There is little. room for children's books what with all the time spenton the basal reader in the morning, math in the afternoon, and the rest of the basics in between. (3) Many teachersincluding those who thoroughly enjoy children's literaturelack the timeor training to promote- books b.y designing the learning experiences.,that empha- sizing them would require. We will respond to these threesources of neglect with the 'following -contentions. (1) No educational program of quality in this countrycan afford to ignore the contributions that literature can make to, .the well- . being of its children. In -addition. to providing motivation and inspi- ration, literature oilers children- more opportunities thanany other area of the curriculum to consider ideas, values, and ethical ques- tions -crucial to our development as moral human beings. In what better way, for example, can a teacher encourage empathy for the downtrodden and respect for courage than by leadinga class through Sounder? (2) Rather than demanding more from an already cramped class- room schedule, children's books can blend effectively into present programs by serving as the means of interrelating not only the lan- guage arts but also other areas of the curriculum. The --.=reading of Where the Wild Things ,4 re in the first grade and Old,ller in the sixth can generate a variety of_art, di-ama, and composing activities: Books of a caliber similar to The Matchlock Gun and A Wrinkle in Time are often firmly grounded in history or science. (3) We consider valid the by many teachers that they lack the time to design effective and exciting learhing experiences around children's books. Teachers frequently read books like- .Charlotte'S Web and The Borrowers to children, but they_ seldom Use the books as sources. of activities and instruction. Formany it is difficult just to find the time to read the books-, much lesspre- pare an array of questions and activities that will effectively involve children in and beyond the books_. It is largely for these teachers that th-ii; volume has been written. Introduction 3 The purpose of Response Guides for Teaching Children's Books, then, is to provide teachers with guides that will help them light small fires with books, kindling. an enthusiasm for reading while at the same time reinforcing the teaching of-reading skills and- inter relating the language arts with other areas of the curriculum.
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