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-Children often gain knowledge about the lives of authors and illustrators and how these experiences influenced their books.
-Influences the children's choices as readers, their comprehension and reading strategies, and their writing process and strategies.
-As children experience a sampling of ones author's or illustrator's work, their attention is focused on more elements, such as unusual use of words, color, media, themes, characters, or settings.
-Authors and their books often become mentors for children as they become writers.

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-An approach to teaching reading through real books.
-Literature-based reading immerses children in good literature. Frequent one on one conferences allows the teacher to check on student's comprehension, assess reading strategies, and form small groups for lessons.
-Basal reading programs feature literature-based reading. Phonics, concepts of print, vocabulary, and comprehension strategies are taught.
-Some elements include daily read aloud of good literature, daily silent reading by children during SSR, daily opportunities for children to orally share their responses to books with others, and much more.
-Resources include: school library, bookfairs, parent partnerships, guest authors and illustrators, and local public libraries.

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-Motivates children to read more widely as a supplement to a basal reader.
-Most include a pretest for assigning a reading level.
-It is important to make sure children keep a record of their free choice reading, have opportunities to respond to books in a variety of ways, and work toward individual reading goals.
-After children finish reading a book, they complete a multiple choice test to assess literal comprehension and earn points and prizes based on their scores.

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-Provide a context for children to learn about the types of literature and the characteristics of each.
-Begins by immersing children in exploring a wide range of books from that genre to develop a list of characteristics for that genre.
-Students are exposed to a wide variety of literature across the school year.
-Selecting genres that will expand children's reading or relate to state standards for a particular grade level is important.

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-Literary elements are characters, plot, theme, style, and setting.
Visual elements are artistic style, media, and book format.
-A literary device is a style technique used to achieve a specific effect, such as irony, symbolism, parody, and foreshadowing.
-The goal for using literary and visual elements is to give children a better understanding of the craft in writing and illustrating so they can read with more appreciation and use this knowledge within their writing.
-Literary and visual elements must be prominent. They should go beyond the definition and be used in close reading of key passages an illustrations.

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-Initial planning for literature units include establishing your goals for what children will explore and learn through the unit, selecting several books to receive a deep focus, and gathering many books related to the unit or focus.
-Collecting, brainstorming, and organizing the activities are the final steps in planning a literature curriculum.
-Webs are used for organizing lesson plans, which is a graphic planning tool that reveals relationships between ideas and creates a visual overview of a literature unit that includes a focus, concept, books titles, and activities.
-When children are involved in creating webs, they feel it gives them a voice in planning and can provide original ideas.
-Lesson planning includes the concepts of goals, activities and materials, and evaluation and reflection.
-Goals are the ideas that relate to the purpose of the unit.
Activities and materials indicate the preparation you need for the experience, the materials needed, and the engagement for children.
-Evaluation and reflection are the plans for evaluating children's understanding around goals and self reflection.

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-Have been the traditional approach to teaching reading in the U.S. elementary schools for decades.
-The program includes a series of readers that are written at difficult levels.
-Core materials include a student reader, teacher's manual, student workbooks, and tests.
-Guided reading consists of small group instruction, assessment of children reading levels, books leveled by reading difficulty, and short terms intervention for children who struggle.
-When learning to read, the order of skills learned are letters of the alphabet, letter-sound pattern, words, and then sentences.
-The basal reader provides guidance and structure.

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-Are exemplary classic or contemporary books on award winning lists.
-In primary grades, notable books are most likely read aloud because they are too hard for independent reading.
-Analyzed for features that contribute to children's excellence, such as relevance to readers, unique perspectives or insights, treatment of topics, memorable characters, or illustrations.
-Analysis of notable books can come from discussion, dialogue journal writing, or reading logs.
-Always encourage your students to share with one another.

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-Most frequent and effective way to engage children with literature.
-Children get an opportunity to relate to what they learn to their own lives when connecting and interpreting themes in books.
-Primary children often are interested in themes related to family and life and school.
-Middle grade children often are interested in themes related to difficult social and global issues.
-Ways to explore theme are through questions, journals, reflections, discussions, writing, and through drama or art.
-Topics do not facilitate discussion because they stay on the surface of the book, not through thoughtful connections.