EDUC 5271 - Group 0002C

The purpose of this site is to offer teachers a resource of book suggestions for read-aloud and activities that will integrate new literacies into their teaching time.

When selecting books for our students, there are certain factors we need to keep in mind. In her book, Growing and Knowing: A Selection Guide for Children’s Literature, Mary Trim (2004) discusses the Key Stages of Literacy (Trim, 2004), the development stages of the child, knowing our students, understanding the different genres, and how can we provide the best for each child. According to Griffith et al. (2008), teachers should use appropriate practices for the development of the child to make informed decisions about the books they choose for their learners. Physical development can influence their attention, and their language development requires an understanding of their growth, as described by Cambourne and Turbill (Trim, 2004).

Through this work, we want every child to be engaged in reading. Whether they are struggling readers or proficient readers, reading on a sofa or under a table, reading to self or to others, we want them to find joy in reading. Brain research has shown that reading fiction helps cognitive and emotional development and our job as teachers is to understand this and apply it to our young readers to support their learning (Nikolajeva, 2014).

In this site, Group 0002C from University of the People, course EDUC 5271-1, analyzed these ideas and concluded that a good book encourages reading. Trim (2005) claimed that excellent reading benefits children in several ways. Good children’s novels may elicit strong emotions and represent childhood feelings. It gives children a frame of reference for understanding their own experiences, as well as lessons that may endure a lifetime. It also makes them proud of their own culture and educates them about it while opening doors to other civilizations.

Good books may teach children about other people’s lives and coping with similar issues. Children’s imaginations are piqued by envisioning themselves in the shoes of a fictional character from a book.

In this submission, Group 0002C looked at a variety of children’s books to promote the advantages of reading and improve vocabulary and comprehension in students in grades K-8. Each book provides a summary and activities based on the new literacies discussed in the course. We think that these choices will encourage a love of reading and give educators a solid foundation for going further into the world of reading and a more comprehensive range of literature. Our website equips you with books of all kinds, and we are proud to build a portfolio that lasts for a lifetime.

References

​​Griffith, P. L., Beach, S. A., Ruan, J., & Dunn, A. L. (2008). Literacy for young children: A guide for early childhood educators. SAGE Publications. Retrieved from eBook Central

Nikolajeva, M. (2014). Reading for learning: Cognitive approaches to children’s literature. John Benjamins Publishing Company. Retrieved from eBook Central

Trim, M. (2004). Growing and knowing: A selection guide for children’s literature: a selection guide for children’s literature. De Gruyter, Inc. Retrieved from eBook Central.

Follow the links to each group to find books you can use with your class from Kindergarten up to 8th grade.

©2022 by Liviu M. Clinciu, Abraham Kwaw, David Ragan, Elena Smit, Kim Solomon

This site was created as a group project for UoPeople, course EDUC5271-01 - Advanced Practices for Teaching Elementary and Middle School Literacy under the direction of Dr. Christine McLaughlin.