Literature for Use in Classroom Essay

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Literature for Use in Classroom

Donna E. Norton's purpose in her book is "intended to help adults discover ways to share their enchantment with books, our literary heritage, and an appreciation for literature that will last a lifetime" (v). Teachers share that same goal. In selecting literature for a classroom, teachers need to take in account the following: the school's standards and benchmarks, the adopted sequential curriculum, the age of the students, their stages of language, cognitive, personality, and social development. Teachers need to have the literature curriculum set for the year, but flexible enough to meet the needs of the students in the classroom.

Using the schools' standards is the first step in deciding how
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to "help children grow up understanding themselves and the rest of humanity" (110). 5). to "help children evaluate what they read" (110). "Because of developmental stages, children have different personal and literary needs at different ages" (133). "If developing enjoyment through literature is a major objective of your reading program for children, you must consider children's reading levels and know how to gain and use information about children's reading interests" (133).

The optimal learning experience encourages risk taking. Risk taking involves making sure students are comfortable and confident in the classroom with both peers and the teachers. A safe, supportive "kid" friendly classroom has many different areas to address.

In developing literature curriculum for upper elementary, ages ten to twelve, teachers need to understand children are using "complex sentences and should encourage oral language and written activities that permit children to use more complex sentence structures" (9). "Literature is also important in stimulating cognitive development by encouraging the oral exchange of ideas and the development of thought processes" (19). "Children's literature is especially effective for developing the basic operations associated with thinking; 1)observing, 2) comparing, 3) classifying, 4) hypothesizing, 5) organizing, 6) summarizing, 7)applying, and 8) criticizing" (19). Cognitively, in upper
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