INTEGRATING: CHILDREN'S: LITERATU jE THE ROLES OF CHILDREN’S LITERATURE IN THE PRIMARY GRADES Frank Serafini Lindsey Moses “PF a this cum, we focus on the various roles {children’s lteratue playin the primary grades ‘and beginning reading instruction. Beyond =. supporting youngreaders’ development a acoder of written language, fo support these various roles and help teach- cers expand their commitment ta childrens literature, ‘we propose the following 10 ways childrens litr- ature can be integrated into the beginning reading ‘workshop. Children’s Literature as a Space for Thoughtful Discussions Reading aloud and discussing taies and informa- tional texts with young readers creates a space for young readers to consider and discuss the ideas and themes inherent in childrens literature (Campbell, 2001; Serafini ée Giorgi, 2003; Trelease, 1989. The Using the read-aloud and interactive discussion (Serafini, 2009) a a This collective space creates a foundation forthe var- {ous small-group and individual reading lessons and experiences enacted throughout the reading workshop. LUndoey Moses ian sett pres of Ura Edna Ara ‘Sue Ue, Tenpe, USK emai ceeds ‘Te depen ed uacones rete canes. Frank rafal ie stat protect iro avant ay as ah Teas Coleg cana Sate tare Poe USA ha een, FedeS$05 DCLIOIODARIZIE @2UM riematoral Peasy Aescsatenrvtacerstitertureas a Catalyst for Building a Community of Readers As Frank Smith (1988) so brilliantly put % teachers need invite cron © “join the iteray chp” The socal nature of iteracys fn overlones in the pn mary grades ifthe entire focus ofthe reading workshop is on decoding sills in Oli’ Birds acing the Gulf Boules, 2012). community of readers through student- Jed ineeactions and conversations } i | i | ® ges, 1995), Teachers can engage students i abou important topics suchas bullying sn Stand Tel, Mell Lou Melon (Lovell 2001) or students making a difference ties to selfselect texts and pastcpate in studentled discussions. Book bs i erature study groups and book talks reall grea opportunites fr balding a (Peterson & Beds, 1990). Children’s Literature as Vicarious Experience “The social nature of literacy is often overlooked in the primary grades if the entire focus of the reading workshop is on decoding skills.” -TERATURE IN THE PRIMARY GRADES Cc cexpetiences allow children to develop ‘2 sense ofempathy fr ather people and understand their own lvesin more meaningful ways. Some booksarefic- Children’s Literature as tionalized narratives; for example, The Example of Language Play (Odd Egg (Gravett, 2008) and Odd Velvet Reading chiliren's literature with ES (viserh Pp ieyengcien aM OTR or Sachin) tens aE- nod andieraae tog heen bate Classi 200 Gal piyanarg peng ae Lange: Sg ne Gees ny sa maeieal jean asad pope Ie eae tna MiCT eaonsey ayon rime ‘aera 3 etaly mgs odalmeare an tures and races (amangmany other optons)—all of ‘which promote engagement and essen- tial emergent iteracy skills Reading aloud stories with whimsical language suchas books written by Dr Suess can Children’s Literature encourage students to explore ways to for Developing Curiosity experiment vith ral and vrten lan and Imagination guage. Tes such a5 Foney Nay’ ‘in many ways educaticnal experiences Favorite Fancy Words From Accessory to in contemporary classrooms, with the amy (O'Connor, 2008) place an explicit ‘pressures of standardized tests and {focus on language play, or as she puts ‘more rigorous standards, have damp Children’s Literature for Developing Narrative Competencies illler (1997) suggested that adult read. (Battor, 2010), I'm Bored Black, 2012), and Not aBox Ports, 2008) portray cers need to devclop a sense ofliterary ‘young children’s sense ofimagination competence to beccme more sephis- fandpleyfulnes though humorous nar. tested readers ofiterature In much acl the same way, young readers need to develop a sense of what a writen nar- ‘ative i the various ways narratives are ‘decode written text, young readers can focus onthe events in a wordless pic- ture book and come to understandChileiven’s literature provides a window through which young readers can explore the world,” how these narratives are structured. Ratnsorm (Lekman, 2007, A Ball for Daisy (Raschka, 2011), Chak (Thomson, 2010), and Wheres Wilus Savage, 2012) ‘are wonderful wordless picture books that can be shared with young readers to develop ther sense of sory andthe var sous ways that narratives werk Children’s Literature as Mentor Texts for Writing *Peading ike a witer” has become a 2 phrase surrounding the ute cf sents texts in teadingand wring ‘workshops. However, primary teachers ften worry about selecting prope ate examples of children’s erature for emerging writers. Expanding the ideo of reading lke a writer to include illus tratos and extend beyond traitenal narratives provides greater access and cpportunties for developing skills as vwters for primary students, Dot (ntriago, 2011) and Blue Chameleon (Gravett, 2010) can be used sesmentar texts with minimal writen language (typically two words per pags) and an emphasis on the role of the illus- trotions. Adstionally usingrepettive texts suchas Bron Bea Bren Bear (Martin, 1992) and From Heed Toe (Carle, 1997), and informational texts such as What Do Yeu Do With a Tal ite This? Jenkins, 2003) and Aetuel Sze Genkins, 2008, can encourage young zen touse these texts as models for is own wniting and enjoyment. ILDREN’S LITERATUR Children’s Literature for Developing a Sense of Being a Reader ow readers ae portrayed in books for youngreaders can have animpacton ‘what itmeans tobe a sucess reader and how readers see themselves in this role Geraint, 200) Bok (Lyon, 1998), Tre Lonely Seok Bermeime, 2012) and The ine Bok Eat By eer, 2006) all sess the importance of read ingand lteratare in the res of young children In How Rocket eared Read (Ells 2010, the challenges clearing tozead ae highlighted to help young. readers deal with the complexities of this roves, Reading books about becom. Inga resder and he proces cfreading enables sents to share their concerns and sucesso ina relatively isk-ee environunnt, Children’s Literature as a Way of Coming to Know the World (Children’s literture provides a window through which young readers (SRERERUSYEE arid SS. farther reading and research, and answer many ofthe questions stu- dents pose. Experts have decumented the benefits of integrating informa- tional texts int the primary classrooms (Purcell-Gates, Duke, c Martineau, 2007) Traditional informational text such as Voleanoes! National Geographic Readers (Schreiber, 2008) can provide “Reading books about becoming a reader and the process of reading enables students to share their concerns and successes in a relatively risk-free environment.” IN THE PRIMARY GRADES opportunities to dccass nonfiction text features and develop students’ research skis For students who may berestant to cxporingthe mere tracitiona format of informational texts, books like Felina the Line Around the Word (Ljunghvist, 2008) and Bigs, Songs, Fase Qenkins 1997) might pique theirintmest In adi- Yin to informational txts students can cometo know the woldby reading about haman experiences through his- toca tion. Petre books like Henrys Freaiom Bar (Levine, 2007) and Pink and Say lace, 199) provide an oppertu- nityto discuss net only historical events bat alo the emotional aspects af these poner stries Children’s Literature as a Way of Developing Reading Abilities Reading loud childrens erature allows for opportunities to model and safolL, the dewlopment of young readers read- ingabilties Teacherscan demonstrate proficient reading though thinkealoods rmakingavalable their questoningand meaning making strategie ding the act of reading, For beginning readers, ‘ABC books such 25 LMNO Foas (Baker, 2M10 canbe af itroction to think ing abet eters ina humoreus vay. Lite Hoot (Krouse Rosenthal, 2008) pres- ents aieativ erspecths and pits cf view InDo YK With Ons Vt Grow? Stea QO) ses aquesionand. scwefomatnawllerenngng & a ¢ g retest‘THE ROLES OF CHILDREN’S LITERATURE IN THE PRIMARY GRADES Qvresionsterniostonpete tions With quality children’s Iterature, reading te text aloud and discussing how readers construct meaning should intutively include strategies that critical ‘thinkers and readers draw on Children’s literature can be used in more ways than as arescurce for teach- lng decoding sills, As a window on the ‘world and as a mirror into our own eis- tence, children’ literature has much to offer the classroom teacher. As teachers ‘explare the world of children iterature, they develop deeper more meaningfal connection¢ to these texs and lern new ‘ways to integrate them into theirread- Jing workshops. REFERENCES Budge. 0985). Crain your elisa com ment Sa ME Campbell B.O000 Rendle wth yung ‘NewaskDé inenatonal esting aaa, Fe O99). zoseof toner New Ye, Sere ow 1 0997) Laary hor A nery sor ‘iredcton Oxf UR Osea Unveaty Pres essa R, Eade M. 0990). Grand eget ve Lert groupe ction New Yoke Nedra ‘Purcl-Gates, Duke, Mastneny A, {5005 Lesming wo vadand wie gere Treen Tosca spec tce Roe faster ops tnd Roto cach Guriry dns bo senha Ea loupe rainganene tee Be dog Tose 702-38 Set EGO Inter option igi Fong mening sat IRs oat See sede Fi Sg € 85 Ret dat ns Fig te ete eth Sle Sales rear Nt Hanerann soli fg ein et er es ae Ferseth NE Teese, 0909) The new lu hick ‘Nw Ye Ni Penguin (CHILDREN’S LITERATURE CITED ‘Bake K GOI) LHNO pas. New Yih, NY. Beach Lane a IHD Ny ete New Ya, arn, © BON) Shasta, New Yi NY: Tithe Been Bashi I GOI The nal bok New “You Ni: Svea Wade ‘ad ML 2013 To foal New York NE ‘Sion & seer ‘asec 0. O02) Oni’ tod Saving fe Gul Ineg Pp Dat New Yo NO Fa, Yel 000, Tee a eng hy Seri ree Teng § 097s rege fate New TL glee Teding’ tb) Wars ta Pietra WY Hoop thane Jedi 608, Atl oe Now i tie cenit tna BI etre Bos MA Senger ete EEN Hr fd os. Now aa L00 Tle ine crnd jap 0 Fle ee dt ead Nias Nay Loi Gn Sa May Lou Mee, yo Ra Son yon GE ie) ad ow os NOK Nite Gr) Bw eter oS nr yes Neo NE ey ia aah 90, Pinko a New Ys Ni hal Poti A 008. Nota hr New You NYE erCaline Rasch © BOI) A al or Dey New York ‘NY Sehvare Ld Rovental AKC 905, Lite ok San ‘andsca CA: Chenide sag ei ers Hae New os, Sehreber C008, Vane Washington, ‘DC National Geomaphe ‘Sheu 3A. GM). Dov wich ees wll ‘58? Maplewood NI Bue Apple ‘Taaioan BUI) Cale Taryoen NY Naha avendih ‘waitcay BLE” (985, Vet San Trandoca Ch: Chrnisle