many of children’s books

There are many of children’s books out there, but it’s important to evaluate children’s literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.

In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.

In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.

Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.

Critical thinking in literature also develops a keen awareness of the use of

language, not merely from the aesthetic point of view but keeping in mind today’s

world and its developments, the inevitable political point of view. Students realize that

language is not a neutral phenomenon explaining some already existing reality but

words weave layers of meanings creating and generating their own reality.

Examining Figurative Language

Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.

Alliteration is the repetition of consonants in the first letter of words

Hyperbole is an exaggeration

Idiom means sayings or expressions that have figurative meaning

Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems

Metaphor is the comparison of two unlike things

Personification is giving human qualities or characteristics to an animal, an object or an idea

Using Literature Circles

As students talk about books with a small group of peers, they gain a greater enjoyment of reading and see themselves as successful readers (Daniels, 2006; Gilles, 1990).

Literature circles are small, student-led discussions that afford students a way to critically think and reflect while reading a literary work. Teamwork is the focal point of this approach. Allowing students to discuss a text meaningfully with each other is critical in providing students opportunities to practice and develop the ability to construct meaning and critically think. The goal of literature circles is to establish more than one interpretation of a book, story, or poem, so that there is no one right answer. This strategy provides a structured setting for students to have fun sharing experiences and also motivates students to read.

Selecting books that spark students’ interests and make them want to discuss and respond is a key component of successful literature circles. A good literature circle book touches something within the reader’s heart and mind and compels response.  You can use some fairly simple criteria to help you find such books. For example, consider these three questions:   “Does the book succeed in arousing my emotions and will it arouse children’s emotions?  Is the book well written?  Is the book meaningful?” (Monson, 1995, p. 113).

In addition to content, consider a book’s layout — number of pages, size of print, inviting space on the page, use and placement of illustrations.  These can be crucial deciding factors for students as they choose a book.

It’s important to accept that the first few times, you may not be able to find “perfect”  literature circle books — sometimes you just have to start with what you can find. Teach students how to make good book choices. Selecting a book that holds their interest and gives them something worth discussing with others is part of becoming a critical reader. There are several simple strategies for students to use as they choose a book that’s right.  Commonly known as the “five finger rule” or the “rule of thumb,” one strategy is to pick up a book and begin to read anywhere.  If you come to a word or place in the text that is hard, put up a finger.  If you get to the end of a page or two and all five fingers are extended, the book may be too difficult for you.  Another process (Ohlhausen & Jepsen, 1992) guides students to identify books that are “Too Easy,” “Just Right,” and “Too Hard.”

Reference

Daniels, H. (2006). What’s the next big thing with literature circles? Voices from the Middle, 13(4), 10-15.

Giles, C. (1990). Collaborative literacy strategies: We don’t need to have a circle to have a group. In K. Short & K. Pierce (eds.), Talking about books: Creating literate communities (pp. 55-68). Portsmouth, NH: Heinemann.

Monson, D. (1995). Choosing books for literature circles. In B.C. Hill, N.J. Johnson, & K.L. Schlick Noe. (Eds.). Literature circles and response. Norwood, MA: Christopher-Gordon Publishers, Inc., 113.

Ohlhausen, M.M. & Jepsen, M. (Winter 1992). Lessons from Goldilocks: Somebody’s been choosing my books but I can make my own choices now! The New Advocate, 5 (1), 36.