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| List of Figures | |
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| Preface | |
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| A Magical Encounter: Children and Books | |
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| Language Arts and Children's Literature | |
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| Transformative Education and Children's Literature | |
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| The Creative Reading Process | |
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| The One Thousand Book Classroom | |
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| The Transformative Language Arts Classroom | |
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| Words of Jade and Coral: Latino Literature for Children and Adolescents | |
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| Latinos and Latinas | |
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| A Latino Literature for Children and Adolescents | |
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| Non-Latino Authors Wrtting About Latinos | |
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| A Panoramic Historical View | |
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| La Edad de Oro | |
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| After La Edad de Oro | |
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| Emerging Recognition of Latino Children's Literature | |
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| Literature in Spanish for Children and Adolescents in the United States: The 1970s and 1980s | |
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| The "Little" Boom of the 1990s | |
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| Genres and Themes | |
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| Preserving and Continuing Traditions | |
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| Telling Our Stories: Autobiographical Writing | |
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| Telling Original Stories of People Like Us | |
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| Acknowledging Social Issues Concerning Latinos | |
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| Heritage Language and Bilingualism | |
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| Identity | |
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| Poverty and In-Group Struggles | |
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| Valuing Love of Family: The Important Role of Grandparents | |
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| Celebrating and Transmitting the Richness of the Culture | |
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| Giving Free Rein to Fantasy | |
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| Latino Folksingers | |
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| Latino Illustrators | |
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| Once upon a World: The Diversity of Literature | |
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| Oral Traditional Folklore | |
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| Proverbs and Sayings | |
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| Riddles | |
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| Tongue Twisters | |
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| Poetry and Songs | |
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| Reading Poetry | |
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| Sharing Songs | |
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| Plays and Dramatic Games | |
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| Benefits for the Students | |
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| Improved Memory | |
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| Enunciation, Articulation, and Voice Projection | |
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| Increased Self-Confidence | |
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| Development of Multiple Creative Expressions | |
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| Development of Better Understanding of Self and Others | |
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| Development of a Spirit of Collaboration and Solidarity | |
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| Development of a Creative and Innovative Spirit | |
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| Better Understanding and Retention of Curricular Materials | |
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| Benefits for the Teachers | |
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| Benefits for Home-School Interaction | |
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| Narrative and Other Forms of Prose | |
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| Using the Magic: Literature in the Classroom | |
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| Preparing to Share a Book | |
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| Sharing Experiences | |
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| Recalling Previous Knowledge | |
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| Relating the Book to Previously Read Books or to the Author | |
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| Using Props | |
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| Making Predictions Based on the Title | |
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| Examining Illustrations or Text Selections | |
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| Drawing on Poetry, Song, and Foklore | |
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| Songs, Poems, and Riddles | |
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| Sayings | |
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| Story Beginnings and Endings | |
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| Reading the Book | |
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| Oral Reading | |
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| Oral Reading or Tape-Recording by the Teacher | |
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| Oral Reading or Tape-Recording by Another Adult | |
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| Oral Reading or Tape-Recording by One or More Students | |
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| Choral Reading | |
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| Dramatic Reading or Readers' Theater | |
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| Paired Reading | |
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| Silent Reading | |
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| The Creative Dialogue | |
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| Descriptive Phase | |
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| Personal Interpretive Phase | |
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| Critical/Multicultural/Antibias Phase | |
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| Creative/Transformative Phase | |
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| Promoting Language Development | |
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| Relating a Story to a Saying | |
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| Retelling a Story from Another Point of View | |
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| Retelling a Story in Another Setting or Time | |
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| Retelling Using a Different Literary Genre | |
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| Writing about the Same Topic or Character Using a Different Literary Genre | |
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| Building a Word Treasury | |
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| Using Charts and Diagrams | |
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| Semantic Maps and Tables | |
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| Narrative Story Guides | |
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| Narrative Cubes | |
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| Promoting Discovery and Research | |
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| Discoveries within the Book | |
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| The Setting | |
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| The Author's Point of View | |
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| Characterization | |
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| Literary Devices | |
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| Discoveries beyond the Book | |
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| Research | |
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| Promoting Creative Written Expression | |
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| Letters | |
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| Journals | |
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| Stories | |
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| New Stories Based on Another Book Structure | |
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| New Stories with Well-Known Characters | |
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| Companion Stories for Picture Books without Text | |
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| Sequels and Prequels | |
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| Stories Told from a Different Viewpoint | |
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| Real-Life Stories | |
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| Stories about Real People | |
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| Creating Books | |
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| Big Books | |
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| Theme-Related Formats | |
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| Flap Books | |
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| Accordion Books | |
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| Spin-and-Look Books | |
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| Movable Books | |
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| Pop-Up Books | |
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| Promoting Creative Visual Expression | |
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| Analysis of Illustrations | |
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| Puppet Making | |
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| Masks | |
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| Murals | |
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| Posters | |
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| Promoting Dramatic Expression | |
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| Story Dramatization | |
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| Puppet Shows | |
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| Monologues | |
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| Dialogues | |
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| Interviews | |
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| Home-School Interaction | |
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| Family-School Interaction | |
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| Family Literature Programs | |
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| General Sessions | |
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| Small Groups | |
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| Parent-Child Interaction through Homework | |
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| The Family History Revisited | |
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| A Closer Look at Family, Friends, and Community | |
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| Reading Together at Home | |
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| Sharing and Connecting with Books Read in Class | |
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| Authoring Books Together | |
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| A Recipe Book | |
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| A Book of Family Experiences | |
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| Culminating Activities | |
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| Plays and Puppet Shows | |
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| Publicity | |
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| Scenery and Stage Properties | |
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| Costumes and Makeup | |
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| A Poster Gallery | |
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| Sharing Books | |
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| A Classroom Library | |
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| Classroom Publishing | |
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| Literary Circles | |
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| An Author's Visit or Author's Study | |
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| Selecting the Author | |
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| Preparing for the Visit or Study | |
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| Turning the Focus on the Children | |
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| Facilitating Interaction | |
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| Becoming Authors | |
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| Making the Visit or Study a Whole-School Event | |
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| Evaluation | |
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| End-of-Project Reflections | |
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| Reader's Journals | |
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| A Class Reading Log | |
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| Reading and "Real Life" | |
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| Hispanic Proverbs and Sayings | |
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| Story Beginnings and Endings | |
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| Literature for Children and Adolescents by Latina and Latino Writers | |
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| References and Suggested Readings | |
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| Name and Title Index | |
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| Subject Index | |