| |
| |
| |
| The Magic of Books | |
| |
| |
| |
| Why Read? | |
| |
| |
| The Rewards of Reading | |
| |
| |
| Unengaged and Engaged Reading | |
| |
| |
| Why Do So Few People Read? | |
| |
| |
| Reading Is Personally Motivating | |
| |
| |
| Engaged and Unengaged Reading | |
| |
| |
| |
| What Is a Good Book? | |
| |
| |
| Choosing Children's Books | |
| |
| |
| Judging a Book: Literary Quality Versus Personal Taste | |
| |
| |
| Quality | |
| |
| |
| Taste | |
| |
| |
| |
| How to Recognize a Well-Written Book | |
| |
| |
| Choosing the Right Words | |
| |
| |
| Precise Vocabulary | |
| |
| |
| Figurative Language | |
| |
| |
| Dialogue | |
| |
| |
| Music in Language | |
| |
| |
| Understatement | |
| |
| |
| Unexpected Insights | |
| |
| |
| Elements of Weak Writing | |
| |
| |
| |
| How to Recognize a Well-Illustrated Book | |
| |
| |
| Visual Literacy: Developing the Ability to "See" | |
| |
| |
| Functions of Illustrations in Picture Books | |
| |
| |
| Style and Media in Picture Book Illustrations | |
| |
| |
| Visual Elements | |
| |
| |
| Additional Illustration Criteria: Action and Detail | |
| |
| |
| Depicting Action | |
| |
| |
| Creating Depth with Detail | |
| |
| |
| Care Given to Bookmaking | |
| |
| |
| |
| The Books Themselves | |
| |
| |
| |
| Children's Books: History and Trends | |
| |
| |
| Early Books for Children | |
| |
| |
| Children's Books Come of Age | |
| |
| |
| The 1800s | |
| |
| |
| 1900-1950 | |
| |
| |
| 1950-Present | |
| |
| |
| New Realism | |
| |
| |
| Minority Books | |
| |
| |
| The Changing Trends in Genres and Formats of Children's Books | |
| |
| |
| A Changing Marketplace | |
| |
| |
| The 21st Century | |
| |
| |
| |
| Organizing Children's Literature by Genre | |
| |
| |
| The Genres | |
| |
| |
| The Book Lists | |
| |
| |
| |
| Picture Books | |
| |
| |
| Categories of Picture Books | |
| |
| |
| ABC Books | |
| |
| |
| Counting Books | |
| |
| |
| Concept Books | |
| |
| |
| Participation Books | |
| |
| |
| Wordless Picture Books | |
| |
| |
| Predictable Books | |
| |
| |
| Beginning Reader Picture Books | |
| |
| |
| Picture Storybooks | |
| |
| |
| Engineered Books | |
| |
| |
| Baby/Board Books | |
| |
| |
| Picture Books Available in Audiovisual Formats | |
| |
| |
| |
| Poetry | |
| |
| |
| Why Children May Learn to Dislike Poetry | |
| |
| |
| Building Appreciation for Poetry | |
| |
| |
| The NCTE Poetry Award | |
| |
| |
| Forms of Poetry | |
| |
| |
| Building a Poetry Collection | |
| |
| |
| |
| Traditional Fantasy | |
| |
| |
| Traditional Fantasy: A Part of Every Culture | |
| |
| |
| Peculiarities of Traditional Fantasy | |
| |
| |
| The Universal Nature of Traditional Fantasy | |
| |
| |
| The Values of Fantasy | |
| |
| |
| Types of Traditional Fantasy | |
| |
| |
| In Defense of Traditional Fantasy | |
| |
| |
| Psychological Fantasy | |
| |
| |
| Violence | |
| |
| |
| Frightening for Young Children | |
| |
| |
| Waste of Time | |
| |
| |
| |
| Modern Fantasy | |
| |
| |
| A Definition of Modern Fantasy | |
| |
| |
| Categories of Modern Fantasy | |
| |
| |
| Six Basic Fantasy Motifs | |
| |
| |
| Science Fiction | |
| |
| |
| The Truth in Fantasy | |
| |
| |
| |
| Contemporary Realistic Fiction | |
| |
| |
| Importance of Story | |
| |
| |
| Identifying with Contemporary Realistic Fiction | |
| |
| |
| Contemporary Realistic Fiction and Society | |
| |
| |
| Common Categories of Contemporary Realistic Fiction | |
| |
| |
| |
| Historical Fiction | |
| |
| |
| History Textbooks Versus History Trade Books | |
| |
| |
| History Textbooks Cover Too Much | |
| |
| |
| The People Are Missing! | |
| |
| |
| Historical Fiction: Presenting Multiple Perspectives | |
| |
| |
| What Makes Good Historical Fiction? | |
| |
| |
| History Should Not Be Sugarcoated | |
| |
| |
| Historical Accuracy Is Required | |
| |
| |
| The Historical Period Should Come to Life | |
| |
| |
| The History Usually Is Revealed through the Eyes of a Young Protagonist | |
| |
| |
| Avoid Too Much Attention to Historical Detail | |
| |
| |
| Types of Historical Fiction | |
| |
| |
| Reviewing the Values of Historical Fiction | |
| |
| |
| |
| Biography | |
| |
| |
| Typical Personalities in Biographies | |
| |
| |
| Types of Biographies | |
| |
| |
| Judging Biographies for Young Readers | |
| |
| |
| |
| Informational Books | |
| |
| |
| The Purpose of Informational Books | |
| |
| |
| Finding Good Informational Books | |
| |
| |
| Attractive Design | |
| |
| |
| Compelling Details | |
| |
| |
| Fascinating Comparisons | |
| |
| |
| Unusual Subjects or Viewpoints | |
| |
| |
| Personalized Content | |
| |
| |
| Accuracy | |
| |
| |
| Types of Informational Books | |
| |
| |
| |
| Multicultural and International Books | |
| |
| |
| Multicultural Literature | |
| |
| |
| The Need for Multicultural Books | |
| |
| |
| Judging Multicultural Literature | |
| |
| |
| The Growth of Multicultural Literature | |
| |
| |
| International Books | |
| |
| |
| |
| Books in the Classroom | |
| |
| |
| |
| Controversial Books | |
| |
| |
| The First Amendment | |
| |
| |
| Predictable and Unpredictable Controversy | |
| |
| |
| Intellectual Freedom and Individual Choice | |
| |
| |
| Handling Book Challenges | |
| |
| |
| Materials Selection Policy | |
| |
| |
| Grievance Procedure | |
| |
| |
| Steps to Reduce Emotional Tension | |
| |
| |
| |
| Motivating Students to Read | |
| |
| |
| Helping Students Find the Books They Like | |
| |
| |
| Learning from Motivated Readers | |
| |
| |
| Getting Students Quickly into Books | |
| |
| |
| Reading Incentive Programs | |
| |
| |
| Organizing the Classroom to Get Children into Books | |
| |
| |
| First: Set an Example | |
| |
| |
| Second: Provide Books | |
| |
| |
| Third: Make Time for Books | |
| |
| |
| Fourth: Create a Reading Atmosphere | |
| |
| |
| Fifth: Work with Parents | |
| |
| |
| Sixth: Choose Meaningful Activities and Assignments | |
| |
| |
| |
| Teaching with Children's Books | |
| |
| |
| Opening Doors with Books | |
| |
| |
| The Strengths of Trade Books | |
| |
| |
| Research Support for Using Trade Books to Teach Reading | |
| |
| |
| Using Trade Books in the Reading Curriculum | |
| |
| |
| Talking about Books | |
| |
| |
| Written and Creative Responses | |
| |
| |
| Using Trade Books in the Other Subject Areas | |
| |
| |
| The Individual Reading Approach | |
| |
| |
| The Large-Group Reading Approach | |
| |
| |
| The Small-Group Reading Approach | |
| |
| |
| Three Principles of Using Trade Books to Teach Subject Matter | |
| |
| |
| The Last Word | |
| |
| |
| |
| Guidelines for Building a Classroom Library | |
| |
| |
| |
| Book Selection Aids | |
| |
| |
| |
| Magazines for Children | |
| |
| |
| |
| Children's Book Awards | |
| |
| |
| |
| Publishing Children's Books | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |