Category Archives: classroom library

Using Nonfiction Texts in the Classroom

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Nonfiction informational books are very appealing to students, despite what many adults believe. Young, Bryan, Jacobs, and Tunnel (2020) explained that research shows children desire to read and enjoy reading informational books, but they are not necessarily always accessible to students in a classroom or school setting (pp. 207-208). Children’s nonfiction books that are available today are more appealing than those of the past. “Authors and publishers have discovered that the purpose of an informational book is not merely to present data but to stir readers’ interest in a particular subject” (Young et al., p. 208). Teachers should be aware of this research and make high-interest informational books available to students in their classrooms.

Using nonfiction children’s literature across all content areas strengthens students’ background knowledge and spurs them on to extend their learning about topics that interest them. Here are three important strategies for integrating children’s trade books into all content areas:

  • Students read trade books as they are meant to be read: Opportunities for jumping into books as if students are being transported to another world.
  • Teachers allow students to discover, or uncover, the information: Lessons should be structured to give students freedom for learning with open-ended questions instead of being strictly planned for students to learn only the specific information the teachers choose.
  • Students share their discoveries and insights: Teachers provide authentic ways for students to share their knowledge in a variety of mediums.

Some of the response suggestions shared by Young, et al (2020) from Figure 17.2 Death to the Traditional Book Report (p.245) that would be effective for informational books are listed below:

  • Write a letter to the author
  • Rewrite a section of the book in a radio or stage script
  • Rewrite the information in the book as a news article
  • Make a timeline of important events in the book
  • Make a poster advertising the book
  • Find other books on the same subject and highlight them in a display or poster

Providing opportunities for discussion is also a valuable strategy for teaching with informational texts. “The most natural response to reading is to simply talk about what one has read” (Young et al., 2020, p.243). Student-led discussions in pairs or small groups give children the ability to process what they learn and expand their knowledge through the ideas of their peers.

The most effective use of trade books in classrooms across grade levels and content areas is to inject a balance of fiction and nonfiction, including as many sub-genres as possible. Educators should strive to assist literacy growth, which includes both reading and writing, for all students. Giving students access to a variety of high-interest, well-written nonfiction texts will boost their reading and writing skills. “They’re never going to be able to write these kinds of papers, where they explain an idea or trace an argument if they’re not reading texts that do that for them” (McGraw Hill PreK-12, 2016). Effective teachers are always searching for the best strategies and methods to implement in their classrooms. Intentional use of nonfiction books and strategies for a wide variety of student responses will support students’ literacy learning and increase achievement over time.

References:

McGraw Hill PreK-12. (2016, May 31). Why Teachers Should Balance Narrative and

Information Text. YouTube. https://www.youtube.com/watch?v=XKM-hBPbNtw&t=111s

Young, T., Bryan, G., Jacobs, J., & Tunnell, M. (2020). Children’s Literature, Briefly (7th ed.).

Pearson.

Newbery Medal Books

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British bookseller, John Newbery’s publishing company was the first to publish books solely for children. The first title he released for children, A Pretty Pocket-Book, was published in 1744. Due to his strong influence in the realm of children’s literature, an award was created in his name–John Newbery Medal. The Newbery Medal has been awarded annually by the American Library Association to the most distinguished children’s book published during the previous year since 1922. Below I will share with you five Newbery Medal award-winning young adult books that I had the privilege of reading.

Flora & Ulysses

Author: Kate DiCamillo

Illustrator: K. G. Campbell

2014 Newbery Award Winner

In this quirky tale, a young girl named Flora Buckman sees her neighbor vacuum up a squirrel and she goes to help it. After giving it CPR, they realize that the squirrel’s experience has given him special powers, such as strength, flying, and typing poetry. The book is about her experiences with the squirrel and interactions with her parents and neighbors who know about the squirrel’s powers. Her mom wants her dad to kill the squirrel, so she spends much of her time helping him evade death. At the beginning of the book, Flora does not believe anyone cares about her. But through all the crazy and unexpected events with the squirrel, she realizes both of her parents, who are recently divorced, love her deeply.

From the Mixed-Up Files of Mrs. Basil E. Frankweiler

Author & Illustrator: E.L. Konigsburg

1968 Newbery Medal Winner

Set in New York, Claudia Kincaid runs away from home, taking her younger brother, Jamie with her. They live in the Metropolitan Museum of Art for a week, hiding their belongings in various places around the museum and avoiding the museum staff. Claudia sees an angel statue of unknown origin, possibly created by Michelangelo, in the Renaissance exhibit and the mystery intrigues her. The statue was supposedly purchased by Mrs. Basil E. Frankweiler in Bologna, Italy before World War II. Claudia wants to know the truth, so she and Jamie spend all the rest of their money for train and cab fare to Mrs. Frankweiler’s home in Connecticut. Mrs. Frankweiler is amused by the children’s interest in the statue and recognizes them as runaways from a newspaper article. Claudia and Jamie find a drawing of the angel in Mrs. Frankweiler’s files and she tells them the truth about its origin. Mrs. Frankweiler promises to leave them the drawing in her will if they will keep her secret. Claudia feels satisfaction in knowing a secret and being different compared to the rest of her friends and family.

Last Stop on Market Street

Author: Matt de la Pena

Illustrator: Christian Robinson

2016 Newbery Medal Winner

C.J. and his Nana ride across town on a city bus every Sunday to serve food at a soup kitchen. One rainy Sunday he is full of questions for Nana, wondering why they must ride the bus instead of their own car and live in an area that is always dirty. She helps him see the beauty in every setting, especially in the people they spend time with from their community. He stops feeling sorry for himself and feels grateful for the people in his life.

The View from Saturday

Author & Illustrator: E. L. Konigsburg

1997 Newbery Medal Winner

Mrs. Olinski is a paraplegic sixth-grade teacher, new to Epiphany Middle School in New York, who is returning to teaching after a 10-year absence due to an accident. She is charged with selecting a team of students to compete in the annual Academic Bowl. A group of students who call themselves The Souls end up being on the team together. The author shares their stories from the first-person point of view and demonstrates their connections to each other and to Mrs. Olinski through their extended family relationships which are intertwined and their mutual search for kindness in others. The Souls succeed in the Academic Bowl, making it all the way to the state finals and winning.

Bridge to Terabithia

Author & Illustrator: Katherine Paterson

1978 Newbery Medal Winner

This book about friendship is set in rural Virginia. Jesse Aarons strikes up a companionship with a female neighbor named Leslie. They create a special place in the woods, across a creek, to spend time together called Terabithia. Jesse is unsure of himself in many ways, nervous to try new things, and fearful of what others think. Leslie helps him gain confidence. One day while he is in Washington with their music teacher, Leslie drowns in the creek trying to get across to Terabithia. Jesse keeps her memory alive by sharing Terabithia with his younger sister.

Bridge of Terabithia Story Pyramid

Jesse

Fifth grade

In the woods

Jesse has many fears

Leslie runs faster than everyone

Terabithia is their secret magical place

Tragedy strikes while Jesse is in Washington

 Jesse draws strength and courage from Leslie’s memory

References

Association for Library Service to Children (ALSC). (n.d.). Association for Library Service to

Children (ALSC). http://www.ala.org/alsc/

Young, T., Bryan, G., Jacobs, J., & Tunnell, M. (2020). Children’s Literature, Briefly (7th ed.). 

Pearson.

Building a Classroom Library

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One important aspect of instilling a passion for reading in young students is providing an appropriate and effective classroom library. Classrooms across every content area and every grade level should contain classroom libraries that contain texts which are appealing and accessible to the students. One characteristic of a quality classroom library is cultural responsiveness. First, students need to be able to identify with the individuals represented in books, so they will try to find characters who look like them. In addition, educators have a responsibility to teach students of all cultures to embrace and celebrate others who are different than themselves. Some children are fearful of people who do not look like they do or act like them due to a lack of knowledge about other cultures. “Literature can be one of the most powerful tools for combating the ignorance that breeds xenophobic and judgmental behaviors” (Young, Bryan, Jacobs, and Tunnell, 2020, p.79).

Culturally Diverse Children’s Books

The Cooperative Children’s Book Center (CCBC) at the University of Wisconsin-Madison provides statistics about culturally diverse children’s books published each year. According to their data, the percentage of multicultural books has not increased over the last 20 years (Howlett & Young, 2019, p.41). This statistic demonstrates the urgency for educators to use intentionally when selecting texts for their classroom libraries. It may require going the extra mile by seeking out specific titles that students in the classroom need. “Getting to know the children in each classroom is one of the most important factors when selecting texts” (Howlett & Young, 2019, p.43). To provide students culturally responsive books in the classroom library, teachers must develop relationships with their students and families. Each classroom contains a unique set of demographics so teachers should strive to provide books that are responsive to the specific represented cultures.

Cultural Authenticity

 As teachers research texts and make selections, they should consider whether each individual book is culturally authentic. Would individuals from the culture believe the book “has accurately and honestly reflected their experiences and viewpoints” (Young, et al., 2020, p. 81)? Books that are written by authors who are not part of the community represented sometimes do not accurately represent that culture. Also, children can be influenced by literature that is not authentic. They may develop stereotypes that negatively affect their understanding of and relationships with others in their community and across the world. “Well-written multicultural (diverse culture) children’s books may serve to help our new generations see people living in far-flung parts of the globe or even in their own city as equal and valuable citizens” (Young, et al., 2020, p.78).

“Othering” versus “Centering“

After the challenging work of creating a diverse classroom library has been met, some students may not naturally gravitate towards selecting multicultural books. The way a teacher introduces the books is important as well. Young, Bryan, Jacobs, and Tunnell (2020) describe “othering” as a method of introducing a book to students in a way that instills separation because the teacher highlights the geographical distance or the cultural differences of the characters in the book compared to the classroom students. This sets students up to think of the individuals in the text as outsiders with which they have nothing in common. On the other hand, when a teacher introduces a book by asking students personal questions that can help them connect to the events or characters in the book, the students are more aware of the similarities between their lives instead of the differences. This method of focusing on common experiences is called “centering” (Young, et al., 2020, pp.85-86). Sometimes classroom teachers do not realize how much influence they have on their students’ reading attitudes and even views of specific genres or individual texts. Thoughtful preparation of a quality classroom library and intentional planning when introducing multicultural books may “enrich readers’ appreciation of persons of various cultures and help them overcome stereotypical views” (Howlett & Young, 2019, p.40).

Building a high-quality and effective classroom library that is appropriate for the individual students in the classroom is challenging. However, teachers who make it a priority and invest the time and effort to locate culturally responsive texts will reap the benefits through their students’ attitudes and interactions with staff and with each other.

Resources for Developing a Multicultural Classroom Library

Building a Classroom Library Based on Multicultural Principles: A Checklist for Future K-6 Teachers

In this journal article, Howlett and Young have included a list of recommended multicultural books and an evaluation tool that educators can use as they search for multicultural books to include in their classroom libraries.

Carter G. Woodson Book Award Winners

The Carter G. Woodson Book Awards were established for the most distinguished books appropriate for young readers that depict ethnicity in the United States.

Jane Addams’ Children’s Book Award Winners

The Jane Addams’ Award books focus on effectively engaging children in thinking about peace, social justice, global community, and equality for all people.

Notable Books for a Global Society

The Notable Books for a Global Society (NBGS) list was developed to help students, teachers, and families identify books that promote understanding of and appreciation for the world’s full range of diverse cultures and ethnic and racial groups.

References

Howlett, K. M., & Young, H. D. (2019). Building a Classroom Library Based on Multicultural

Principles: A Checklist for Future K-6 Teachers. Multicultural Education, 26(4-3), 40-46.

Young, T., Bryan, G., Jacobs, J., & Tunnell, M. (2020). Children’s Literature, Briefly (7th ed.).

Pearson.