| |
| |
Preface | |
| |
| |
| |
Understanding Literature and the Child Reader | |
| |
| |
| |
Children's Books in Children's Hands | |
| |
| |
What Are Good Books for Children? | |
| |
| |
What Is Children's Literature | |
| |
| |
Issue to Consider: Even Comic Books? | |
| |
| |
Qualities of Children's Literature | |
| |
| |
Qualities of Outstanding Children's Literature | |
| |
| |
Ask the Critic: Betsy Hearne | |
| |
| |
Children's Books and Childhood | |
| |
| |
Children in the Middle Ages | |
| |
| |
Children in Puritan Times | |
| |
| |
Children in the Enlightenment | |
| |
| |
The "Golden Age of Children's Literature" | |
| |
| |
Contemporary Children's Books | |
| |
| |
Children's Development and Responses to Literature | |
| |
| |
Experiencing Books in Early Childhood | |
| |
| |
Experiencing Books in the Preschool and Early Primary School Years | |
| |
| |
Learning to Read | |
| |
| |
Experiencing Books in the Primary Grades | |
| |
| |
Becoming Prolific Readers | |
| |
| |
Issue to Consider: Should We Consider Reading a "Skill"? | |
| |
| |
Ask the Critic: Leonard Marcus | |
| |
| |
Experiencing Books in the Upper Elementary and Middle Grades | |
| |
| |
Reading at This Age | |
| |
| |
Censorship and Children's Literature | |
| |
| |
Resources for Children's Books | |
| |
| |
Bringing Children and Books Together | |
| |
| |
Experiences for Further Learning | |
| |
| |
References | |
| |
| |
| |
Literary Elements in Works for Children | |
| |
| |
The Artistry of Literary Elements | |
| |
| |
Genre: the "Rules of the Game" | |
| |
| |
The Genres of Children's Literature | |
| |
| |
Settings: How Do Authors Create Times and Places? | |
| |
| |
Ask the Editor: Richard W. Jackson | |
| |
| |
Settings in Folktales and Fairy Tales | |
| |
| |
Settings in Realistic Fiction | |
| |
| |
Settings as Important Features in Themselves | |
| |
| |
Characterization: How Do People Emerge from the Page? | |
| |
| |
Characters Are Developed through Their Actions | |
| |
| |
Characters Are Developed through Their Relations with Others | |
| |
| |
Characters Are Developed through Their Sense of Themselves | |
| |
| |
Characters Are Developed through the Roles They Play in the Plot | |
| |
| |
Characters Are Displayed through the Author's Description | |
| |
| |
Round Characters and Flat Characters | |
| |
| |
Rounded Characters Undergo Changes | |
| |
| |
Plots: How Do Stories Happen? | |
| |
| |
Plots and Conflicts | |
| |
| |
Plot Structures | |
| |
| |
Recurring Plots | |
| |
| |
Episodes: Stories with Stories | |
| |
| |
The "Real" Story versus the Story as Revealed | |
| |
| |
Themes: How Do Stories Convey Meaning? | |
| |
| |
Explicit and Implicit Themes | |
| |
| |
Reading against the Grain | |
| |
| |
Issue to Consider: Are Themes Really There? | |
| |
| |
The Stance of the Implied Reader | |
| |
| |
Identifying with Characters | |
| |
| |
Taking the Intended Moral Stance | |
| |
| |
Filling in the Gaps | |
| |
| |
Point of View | |
| |
| |
Stories in the First Person | |
| |
| |
Stories in the Third Person | |
| |
| |
Issue to Consider: Do Children Need to Know Formal Literary Terms? | |
| |
| |
Style | |
| |
| |
Words | |
| |
| |
Images | |
| |
| |
Metaphors | |
| |
| |
Sounds | |
| |
| |
Voice | |
| |
| |
Visual Literacy | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Picture Books | |
| |
| |
What are Picture Books? | |
| |
| |
The Evolution of Picture Books | |
| |
| |
The Development of the Concept of the Picture Book | |
| |
| |
Changes in Printing Technology | |
| |
| |
Authors and Illustrators Who Have Defined the Field | |
| |
| |
Categories of Picture Books | |
| |
| |
Early Childhood Books | |
| |
| |
Wordless Books | |
| |
| |
Picture Books with Minimal Text | |
| |
| |
Beginning Readers' Books | |
| |
| |
Picture Storybooks | |
| |
| |
Visual Literacy | |
| |
| |
Elements of Design | |
| |
| |
Appreciating the Artistic Craft of the Picture Book | |
| |
| |
Artistic Media | |
| |
| |
Artistic Style | |
| |
| |
How Picture Storybooks Work | |
| |
| |
Picture Book Design | |
| |
| |
Characterization | |
| |
| |
Perspective | |
| |
| |
Backgrounds | |
| |
| |
Color | |
| |
| |
Picture/Text Relationships | |
| |
| |
Criteria for Evaluating Picture Books | |
| |
| |
Awards for Picture Books | |
| |
| |
Issue to Consider: Should Teachers Take the Time to Teach Students How to Interpret and "Read" the Illustrations in Picture Books? | |
| |
| |
Creators of Picture Books | |
| |
| |
Eric Carle | |
| |
| |
Leo and Diane Dillon | |
| |
| |
Lois Ehlert | |
| |
| |
Kevin Henkes | |
| |
| |
Jerry Pinkney | |
| |
| |
Maurice Sendak | |
| |
| |
William Steig | |
| |
| |
Chris Van Allsburg | |
| |
| |
Ask the Author and Illustrator: Jon Scieszka and Lane Smith | |
| |
| |
Rosemary Wells | |
| |
| |
David Wiesner | |
| |
| |
Ed Young | |
| |
| |
Issue to Consider: Are Picture Books Being Designed More for Adult Buyers Than for Child Readers? | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Literature Representing Diverse Perspectives | |
| |
| |
Diverse Perspectives in the United States | |
| |
| |
The Role of Schools in Presenting Multiple Perspectives | |
| |
| |
Literature's Role for Influencing the Reader's Perspective | |
| |
| |
What is Multicultural Literature? | |
| |
| |
The Value of Multicultural Literature | |
| |
| |
Identifying Multicultural Books | |
| |
| |
Culturally Generic Books | |
| |
| |
Culturally Specific Books | |
| |
| |
Evolution of Multicultural Literature | |
| |
| |
Issues Related to Multicultural Literature | |
| |
| |
Cultural Authenticity | |
| |
| |
Perspective: Insider or Outsider | |
| |
| |
Stereotyping and Other Unacceptable Depictions of Cultural Groups | |
| |
| |
Identification of Cultural Groups | |
| |
| |
Criteria for Evaluating and Selecting Multicultural Literature | |
| |
| |
Do the Author and Illustrator Present Authentic Perspectives? | |
| |
| |
Is the Culture Portrayed Multidimensionally? | |
| |
| |
Issue to Consider: How Much Artistic License Should Be Given to Illustrators as They Create Images of a Culture? | |
| |
| |
Are Cultural Details Naturally Integrated? | |
| |
| |
Are Details Accurate and Is the Interpretation Current? | |
| |
| |
Is Language Used Authentically? | |
| |
| |
Is the Collection Balanced? | |
| |
| |
Awards for Multicultural Literature | |
| |
| |
The Coretta Scott King Award | |
| |
| |
The Pura Belprÿ Award | |
| |
| |
Tomàs Rivera Mexican American Children's Book Award | |
| |
| |
The Amÿricas Book Award for Children's and Young Adult Literature | |
| |
| |
The Asian Pacific American Literary Award | |
| |
| |
The American Indian Youth Literature Award | |
| |
| |
The Jane Addams Children's Book Award | |
| |
| |
Major Authors and Illustrators of Multicultural Literature | |
| |
| |
Alma Flor Ada | |
| |
| |
Ask the Author: Alma Flor Ada | |
| |
| |
Joseph Bruchac | |
| |
| |
Ashley Bryan | |
| |
| |
Virginia Hamilton | |
| |
| |
Ask the Author: Julius Lester | |
| |
| |
Walter Dean Myers | |
| |
| |
Allen Say | |
| |
| |
Gary Soto | |
| |
| |
Laurence Yep | |
| |
| |
Literature Portraying Other Diverse Perspectives | |
| |
| |
Literature Portraying Gender Equity and Gender Roles | |
| |
| |
Same-Sex Partners and Families with Same-Sex Parents | |
| |
| |
Literature Portraying Social Diversity | |
| |
| |
Literature about People with Exceptionalities | |
| |
| |
Educators' Roles in Presenting Multiple and Diverse Perspectives | |
| |
| |
Understanding Diverse Perspectives through Adult Literature | |
| |
| |
Understanding Diverse Perspectives through Professional Literature | |
| |
| |
Helping Children Gain Diverse Perspectives | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
International Literature | |
| |
| |
What is International Literature? | |
| |
| |
Literature That Originates Outside of the United States | |
| |
| |
Literature about Other Countries, Written and Published in the United States | |
| |
| |
Evolution of International Literature | |
| |
| |
Issues Related to International Literature | |
| |
| |
Criteria for Evaluating International Literature | |
| |
| |
Intended Audience | |
| |
| |
Translation | |
| |
| |
Awards for International Literature | |
| |
| |
The Hans Christian Andersen Award | |
| |
| |
Astrid Lindgren Memorial Award | |
| |
| |
Mildred Batchelder Award | |
| |
| |
The White Ravens Awards | |
| |
| |
Other International Book Awards | |
| |
| |
Outstanding International Books for Children | |
| |
| |
Major Authors and Illustrators of International Literature | |
| |
| |
Experiences for Further Learning | |
| |
| |
Ask the Author: Beverley Naidoo | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Exploring the Genres of Children's Literature | |
| |
| |
| |
Poetry for Children | |
| |
| |
What Is Poetry? | |
| |
| |
Issue to Consider: Should We Distinguish between "Poems" and Rhymes"? | |
| |
| |
Categories of Poetry for Children | |
| |
| |
Mother Goose Rhymes and Other Rhymes of the Nursery | |
| |
| |
Why Do We Call Them "Mother Goose" Rhymes? | |
| |
| |
Jump-Rope and Counting-Out Rhymes | |
| |
| |
Folk Songs Popular among Children | |
| |
| |
Lyric or Expressive Poems | |
| |
| |
Narrative Poems | |
| |
| |
Nonsense Verse | |
| |
| |
Form Poems: Limericks | |
| |
| |
Form Poems: Haiku | |
| |
| |
Dialogue Poems | |
| |
| |
Free Verse | |
| |
| |
Poetry Collections | |
| |
| |
Novels in Verse | |
| |
| |
The Evolution of Children's Poetry | |
| |
| |
Early Poetry for Children | |
| |
| |
More Sympathetic Voices | |
| |
| |
Contemporary Poetry for Children | |
| |
| |
The Many Voices of Children's Poetry | |
| |
| |
Elements of Poetry | |
| |
| |
Sounds | |
| |
| |
Images | |
| |
| |
Comparisons | |
| |
| |
Forms | |
| |
| |
Insight | |
| |
| |
Children's Preferences in Poetry | |
| |
| |
How Can We Expand Children's Taste in Poetry? | |
| |
| |
Issue to Consider: How Do We Keep Children's Liking for Poetry Alive? | |
| |
| |
Major Children's Poets and Their Works | |
| |
| |
Nikki Grimes | |
| |
| |
Ask the Poet: Nikki Grimes | |
| |
| |
Naomi Shihab Nye | |
| |
| |
Ask the Poet: Naomi Shihab Nye | |
| |
| |
Paul Janeczko | |
| |
| |
Janet Wong | |
| |
| |
Douglas Florian | |
| |
| |
Jack Prelutsky | |
| |
| |
Shel Silverstein | |
| |
| |
Lee Bennett Hopkins | |
| |
| |
The National Council of Teachers of English Award for Poetry for Children | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Traditional Literature | |
| |
| |
What is Traditional Literature? | |
| |
| |
The Value of Traditional Literature | |
| |
| |
How Traditional Literature Works | |
| |
| |
Settings in Traditional Literature | |
| |
| |
Characters in Traditional Literature | |
| |
| |
Contrasts in Folk Tales | |
| |
| |
Plots in Traditional Literature | |
| |
| |
Motifs | |
| |
| |
The Role of the Reader in Traditional Literature | |
| |
| |
Visual Depictions of Traditional Literature | |
| |
| |
The Evolution of Traditional Literature | |
| |
| |
The Oral Tradition | |
| |
| |
Stories and Culture: Mythos and Logos | |
| |
| |
Retellers of National Folk Tales | |
| |
| |
Ask the Librarian: Margaret Read MacDonald | |
| |
| |
Charles Perrault | |
| |
| |
The Brothers Grimm | |
| |
| |
Joseph Jacobs | |
| |
| |
Hans Christian Andersen | |
| |
| |
Folklore and Folk Tales in America | |
| |
| |
Types of Folk Literature | |
| |
| |
Cumulative Tales | |
| |
| |
Animal Tales and Trickster Tales | |
| |
| |
Humorous Tales | |
| |
| |
Tall Tales | |
| |
| |
Ghost Stories | |
| |
| |
Fairy Tales | |
| |
| |
Issue to Consider: Are Tales of Stereotyped Strong Men and Wilting Women Still Worth Sharing with Today's Children? | |
| |
| |
Realistic Tales | |
| |
| |
Legends | |
| |
| |
Epics and Ballads | |
| |
| |
Fables | |
| |
| |
Myths | |
| |
| |
Pour Quoi Tales | |
| |
| |
Religious Stories | |
| |
| |
Literary Tales | |
| |
| |
Traditional Literature from Many Cultures | |
| |
| |
Classical Myths from Greece and Rome | |
| |
| |
Traditional Tales from the British Isles | |
| |
| |
German Traditional Tales | |
| |
| |
Jewish Folktales | |
| |
| |
Scandinavian Traditional Tales | |
| |
| |
French Traditional Tales | |
| |
| |
Russian Folktales | |
| |
| |
Folklore from North America | |
| |
| |
Ask the Author: Joseph Bruchac | |
| |
| |
Ask the Author: Patricia C. McKissack | |
| |
| |
Hispanic Folklore | |
| |
| |
Middle Eastern Folklore | |
| |
| |
African Folklore | |
| |
| |
Asian Folklore | |
| |
| |
Folklore across Cultures | |
| |
| |
Derivative Folk Literature | |
| |
| |
Criteria for Evaluating Traditional Literature | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Modern Fantasy and Science Fiction | |
| |
| |
Modern Fantasy and Science Fiction Defined | |
| |
| |
Definition of Modern Fantasy | |
| |
| |
Definition of Science Fiction | |
| |
| |
Distinction between Fantasy and Science Fiction | |
| |
| |
The Evolution of Modern Fantasy | |
| |
| |
Categories of Modern Fantasy | |
| |
| |
Personified Animals | |
| |
| |
Personified Toys | |
| |
| |
Outlandish Characters and Situations | |
| |
| |
Magical Powers | |
| |
| |
Embellished Fairy Tales | |
| |
| |
Extraordinary Worlds | |
| |
| |
Supernatural Elements | |
| |
| |
Time Slips | |
| |
| |
High Fantasy | |
| |
| |
How Fantasy Works | |
| |
| |
Setting | |
| |
| |
Character | |
| |
| |
Plot | |
| |
| |
Theme | |
| |
| |
Issue to Consider: Can Reading Fantasy Be Inappropriate for Children? | |
| |
| |
Criteria for Evaluating Modern Fantasy | |
| |
| |
Major Writers of Fantasy and Their Works | |
| |
| |
Lloyd Alexander | |
| |
| |
Susan Cooper | |
| |
| |
Bruce Coville | |
| |
| |
Ask the Author: Bruce Coville | |
| |
| |
Roald Dahl | |
| |
| |
Cornelia Funke | |
| |
| |
Brian Jacques | |
| |
| |
Diana Wynne Jones | |
| |
| |
Philip Pullman | |
| |
| |
J. K. Rowling | |
| |
| |
Jane Yolen | |
| |
| |
Ask the Author: Jane Yolen | |
| |
| |
Other Notable Writers of Modern Fantasy | |
| |
| |
The Evolution of Science Fiction | |
| |
| |
Categories of Science Fiction | |
| |
| |
Projecting Scientific Principles | |
| |
| |
Utopian and Dystopian Societies | |
| |
| |
Surviving Environmental Catastrophes | |
| |
| |
Science Fantasies | |
| |
| |
How Science Fiction Works | |
| |
| |
Criteria for Evaluating Science Fiction | |
| |
| |
Awards for Fantasy and Science Fiction | |
| |
| |
Major Writers of Science Fiction and Their Works | |
| |
| |
Peter Dickinson | |
| |
| |
Robert A. Heinlein | |
| |
| |
Madeleine L'Engle | |
| |
| |
William Sleator | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books: Fantasy | |
| |
| |
Recommended Books: Science Fiction | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Contemporary Realistic Fiction | |
| |
| |
What Is Contemporary Realistic Fiction? | |
| |
| |
The Value of Contemporary Realistic Fiction | |
| |
| |
The Evolution of Realistic Fiction | |
| |
| |
The Nineteenth Century | |
| |
| |
The Twentieth Century | |
| |
| |
From New Realism to Diverse Perspectives | |
| |
| |
Issue to Consider: Are Contemporary Books Too Realistic? | |
| |
| |
Categories of Realistic Fiction | |
| |
| |
Books about Self-Discovery and Growing Up | |
| |
| |
Books about Families and Family Diversity | |
| |
| |
Books about Interpersonal Relations | |
| |
| |
Books about School | |
| |
| |
Books about Sports | |
| |
| |
Books about Nature and Animals | |
| |
| |
Books about Adventure and Survival | |
| |
| |
Books about Romance and Sexuality | |
| |
| |
Books about Mental, Physical, Emotional, and Other Challenges | |
| |
| |
Books about Moral Dilemmas and Moral Responsibility | |
| |
| |
Books about Social Diversity and Society | |
| |
| |
Books about Aging, Death, and Dying | |
| |
| |
Mystery and Suspense Books | |
| |
| |
Humorous Books | |
| |
| |
Series Books | |
| |
| |
Books with Multicultural and International Themes | |
| |
| |
Books That Are Magical Realism | |
| |
| |
How Contemporary Realistic Fiction Works | |
| |
| |
Setting | |
| |
| |
Plot | |
| |
| |
Theme | |
| |
| |
Character | |
| |
| |
Point of View | |
| |
| |
Criteria for Evaluating Realistic Fiction | |
| |
| |
Major Writers of Realistic Fiction and Their Works | |
| |
| |
Avi | |
| |
| |
Judy Blume | |
| |
| |
Beverly Cleary | |
| |
| |
Ask the Author: Sharon Creech | |
| |
| |
E. L. Konigsburg | |
| |
| |
Phyllis Reynolds Naylor | |
| |
| |
Katherine Paterson | |
| |
| |
Gary Paulson | |
| |
| |
Cynthia Rylant | |
| |
| |
Cynthia Voigt | |
| |
| |
Vera Williams | |
| |
| |
Jacqueline Woodson | |
| |
| |
Charlotte Zolotow | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Historical Fiction | |
| |
| |
What is Historical Fiction? | |
| |
| |
Time Periods Emphasized in Historical Fiction | |
| |
| |
Value of Historical Fiction | |
| |
| |
Issue to Consider: Does Historical Fiction Have a Place in the Study of History? | |
| |
| |
The Evolution of Historical Fiction | |
| |
| |
Style | |
| |
| |
Historical Perspective | |
| |
| |
Subject Matter | |
| |
| |
Picture Books | |
| |
| |
Ask the Author: Richard Peck | |
| |
| |
Historical Fiction Series | |
| |
| |
Categories of Historical Fiction | |
| |
| |
Fictionalized Memoirs | |
| |
| |
Fictionalized Family History | |
| |
| |
Fiction Based on Research | |
| |
| |
How Historical Fiction Works | |
| |
| |
Setting | |
| |
| |
Plot | |
| |
| |
Characters | |
| |
| |
Ask the Author: Katherine Paterson | |
| |
| |
Theme | |
| |
| |
Criteria for Evaluating Historical Fiction | |
| |
| |
Major Writers of Historical Fiction and Their Works | |
| |
| |
Christopher Paul Curtis | |
| |
| |
Karen Cushman | |
| |
| |
Karen Hesse | |
| |
| |
Uri Orlev | |
| |
| |
Linda Sue Park | |
| |
| |
Richard Peck | |
| |
| |
Mildred Taylor | |
| |
| |
Awards for Historical Fiction | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Informational Books and Biography by Evelyn B. Freeman | |
| |
| |
What Are Informational Books? | |
| |
| |
The Evolution of Informational Books | |
| |
| |
Issue to Consider: Is It Acceptable to Fictionalize Informational Books? | |
| |
| |
Categories of Informational Books | |
| |
| |
Concept Books | |
| |
| |
History | |
| |
| |
Understanding Peoples and Cultures | |
| |
| |
Nature | |
| |
| |
The Arts | |
| |
| |
Discovering How Things Work | |
| |
| |
Sports, Recreation, and How-to Books | |
| |
| |
Series Books | |
| |
| |
How Informational Books Work | |
| |
| |
Major Writers of Informational Books and Their Works | |
| |
| |
George Ancona | |
| |
| |
Joanna Cole | |
| |
| |
Gail Gibbons | |
| |
| |
James Cross Giblin | |
| |
| |
Steve Jenkins | |
| |
| |
Kathryn Lasky | |
| |
| |
Patricia Lauber | |
| |
| |
Ask the Author: James Cross Giblin | |
| |
| |
Milton Meltzer | |
| |
| |
Jim Murphy | |
| |
| |
Laurence Pringle | |
| |
| |
Seymour Simon | |
| |
| |
Criteria for Evaluating Informational Books | |
| |
| |
What is Biography? | |
| |
| |
The Evolution of Biography | |
| |
| |
Categories of Biography | |
| |
| |
Partial Biographies | |
| |
| |
Complete Biographies | |
| |
| |
Collective Biographies | |
| |
| |
Autobiographies and Memoirs | |
| |
| |
Picture Book Biographies | |
| |
| |
Biographies: the Lives of All Kinds of People | |
| |
| |
How Biographies Work | |
| |
| |
Major Writers of Biographies and Their Works | |
| |
| |
David Adler | |
| |
| |
Russell Freedman | |
| |
| |
Jean Fritz | |
| |
| |
Diane Stanley | |
| |
| |
Criteria for Evaluating Biographies | |
| |
| |
Awards for Informational Books and Biographies | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Creating the Literature-Based Classroom | |
| |
| |
| |
Literary Meaning-Making and Children's Responses to Literature | |
| |
| |
Response to Literature | |
| |
| |
A Model of Literary Meaning-Making | |
| |
| |
Research on Children's Responses to Literature | |
| |
| |
Diverse Perspectives on Reader Response | |
| |
| |
Developmental Perspective on Reader Response | |
| |
| |
Social Perspective on Reader Response | |
| |
| |
Cultural Perspective on Reader Response | |
| |
| |
Ask the Author: Pat Mora | |
| |
| |
Textual Perspective on Reader Response | |
| |
| |
Issue to Consider: Should Teachers Encourage Students to Focus on Author's Craft during Literature Discussion? | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Inviting Children into Literature: Classroom Libraries, Read-Alouds, and Storytelling | |
| |
| |
The Classroom Library | |
| |
| |
Designing the Classroom Library Center | |
| |
| |
Stocking the Classroom Library with Books | |
| |
| |
Issue to Consider: Do Computerized Reading Management Systems Have a Place in a Literacy Program? | |
| |
| |
Reading Aloud to Children | |
| |
| |
Teacher-Librarian Partnership: Information Literacy Standards | |
| |
| |
Research on Read-Aloud Programs | |
| |
| |
The Read-Aloud Experience | |
| |
| |
Stories and Storytelling | |
| |
| |
Storytelling: the Tenacious Art | |
| |
| |
Ask the Author: Jim Aylesworth | |
| |
| |
Common Story Types: Personal Tales to Tall Tales | |
| |
| |
Learning Stories to Tell | |
| |
| |
Ask the Author: W. Nikola-Lisa | |
| |
| |
Other Dimensions of the Literature-Rich Classroom | |
| |
| |
DEAR Time | |
| |
| |
Author Visits | |
| |
| |
Teaching Ideas | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Encouraging Response to Literature | |
| |
| |
Talking in Response to Literature | |
| |
| |
Issue to Consider: Should the Teacher Participate in Children's Literature Circle Conversations? | |
| |
| |
Creating an Opportunity for "Grand Conversations" | |
| |
| |
Organizing Literature Circles | |
| |
| |
Ask the Educator: Pat Scharer | |
| |
| |
Teacher-Librarian Partnership: the Nuts and Bolts | |
| |
| |
Roles of the Teacher in Literary Discussions | |
| |
| |
Ask the Educator: Roxanne Henkin | |
| |
| |
Instructional Strategies to Foster Grand Conversations | |
| |
| |
Writing in Response to Literature | |
| |
| |
Free Response Journals | |
| |
| |
Prompted Response Journals | |
| |
| |
Literary Journals | |
| |
| |
Dialogue Journals | |
| |
| |
Fostering Response through Visual Sign Systems | |
| |
| |
Invitations to Respond through Art | |
| |
| |
Promoting Response through Graphic Organizers | |
| |
| |
Responding through Drama | |
| |
| |
Story Theater | |
| |
| |
Readers Theater | |
| |
| |
Creative Dramatics | |
| |
| |
Responding to Poetry | |
| |
| |
Making Songs and Poems a Part of the School Day | |
| |
| |
Encouraging Responses to Poetry | |
| |
| |
Choral Reading and Reciting | |
| |
| |
Inviting Children to Write Poetry | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |
| |
| |
| |
Literary and Content Units | |
| |
| |
Literary Units | |
| |
| |
The Power of Literary Units | |
| |
| |
Ask the Educator: Nancy Roser | |
| |
| |
Developing Different Types of Literary Units | |
| |
| |
Organizing Literary Units | |
| |
| |
Literature Across the Curriculum | |
| |
| |
Need for Children's Literature in the Content Areas | |
| |
| |
Issue to Consider: Should Historical Fiction Have a Place in Social Studies Instruction? | |
| |
| |
Organizing Literature-Based Content Units | |
| |
| |
Teacher-Librarian Partnership: Partnerships for Literacy | |
| |
| |
Experiences for Further Learning | |
| |
| |
Recommended Books | |
| |
| |
Resources | |
| |
| |
References | |