Literature Program
Jane Wilson
ECE335 Children’s Literature
Instructor: Jamie Worthington
December 12, 2011

The primary goal of a literature program is to create the love of literature. It is said that children who enjoy literature will become life-long readers and learners. I will define the criteria for selecting literature titles, identify developmental goals that support the, and describe activities and teaching strategies that support at least one developmental goal for each area of development.
There are several things you would look at when evaluating fiction. You would look at the following; strengths and weaknesses in plot, setting, characterization, theme, and style of writing (Giorgis & Glazer, 2009). The plot of a story is what happens in the story. A good plot is interesting and logical (2009). When accessing the plot and during the evaluation you should chose books where things in the story happen logically.
The setting in a story is where and when the story takes place (2009). The setting is a very important part of the story that affects the whole story if it were to be changed. Setting may be either specific to a certain time or place or more general in nature such as far, far, away.
Characterization is how the author portrays the characters in the story (2009). Character takes on a lifelike appearance to small children if the author is creative enough, and this is done in the correctly. Theme is usually the moral of the story. Some stories will more than one them and others will have no theme (2009). The style of writing is helps create the mood of the story (2009).
When evaluating a children’s book make sure that they are free of biases and stereotypes (2009). This is important because children at this age group are very impressionable and need to be exposed to positive material. The story should have a feeling of coherence or completeness. Each part of the story should be related to another part of the story.
Organization, accurate presentation of facts, and current information are the main components that will be looked at when accessing a nonfiction book. When evaluating nonfiction you will want to make sure that you are accessing the books with the highest standards. These stories should be accurate and thorough.
Nonfiction books are about real life things and events and are learning opportunities for children. When presenting nonfiction books to children there should be an understanding that these events are real and about real things. The books are almost like documentary in a hardcover.
When evaluating literature on CD-ROM or the computer you have to make sure that the material is age appropriate. You will want to find programs that the children that you are working with can relate to. Things such as a CD-Rom that is a Christmas game or Chanukah game can be fun for the children.
Reading to children is known to help develop their vocabulary. Children listening to stories are being exposed to language that they normally would not hear. This helps them to develop a more vast vocabulary than what they would if they were not read to. A child’s ability to read starts before first grade which is why it is important that we are reading to children during their preschool years (Strickland, & Riley-Ayers, n.d.). It a well known fact that early literacy success is linked with success in school in the later years (Strickland and Riley-Ayers, n.d.).
One long-term goal for language development is that children will enjoy the creative and aesthetic use of language (Giorgis, & Glazer, 2009). They will become lifelong readers and appreciators of literature. This will help the children in their elementary as well as secondary education.
Literature can be used to teach social skills such as treating people fairly. You can use the four step process that is used in Reading Rockets article “Using Children's Literature to Teach Social Skills”. These steps help the teacher guide the children into empathizing with others. You would read the book, use direct instruction, use real life practice, and evaluate the lesson and the skills of the children.
You have to evaluate you program on a daily basis. You will access if the children are:
Children will reread or look at the illustrations in books you have read to them.
Children will choose to read or look at books in their free time or as work choices.
Children will recommend books and book-related activities to one another.
Children will choose to respond to literature through art, music, movement, and drama.
Children will talk about book characters and happenings in new situations.
Children will ask you to read to them. (Giorgis & Glazer, 2009)
Once you have met these criteria your program is meeting the needs of your students.

References
DeGeorge, K. (n.d.). Using Children's Literature to Teach Social Skills. Reading Rockets. . Retrieved December 10, 2011, from www.readingrockets.org/article/6194/
Giorgis, C., & Glazer, J. I. (2009). Literature for young children: supporting emergent literacy ages 0-8 (6. ed.). Boston: Allyn and Bacon.
Strickland, D., & Riley-Ayers, S. (n.d.). Early Literacy: Policy and Practice in the Preschool Years | Reading Topics A-Z | Reading Rockets. Reading Comprehension & Language Arts Teaching Strategies for Kids | Reading Rockets. Retrieved December 9, 2011, from http://www.readingrockets.org/article/