| Preface |
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xii | |
| Acknowledgments |
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xvi | |
| Dedication |
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xvii | |
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1 Introduction: Our Mantra--Enjoy! Dig Deeply! Take Action! |
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1 | (20) |
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1 | (1) |
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2 | (2) |
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4 | (1) |
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4 | (3) |
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A Purist Approach vs. a Critical Approach |
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7 | (1) |
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8 | (2) |
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Turning Children and Young People on to Reading: The Basics |
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10 | (2) |
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12 | (1) |
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What Makes This Book Special |
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13 | (3) |
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16 | (1) |
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Why This Book and Your Beliefs Are Important |
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17 | (1) |
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Children's and Adolescent Literature |
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17 | (1) |
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Professional Publications |
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18 | (3) |
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2 Why Reading Aloud Is Crucial |
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21 | (24) |
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Teacher Vignette: Sharing a Sophisticated Picture Book with Adolescents |
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21 | (3) |
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22 | (2) |
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Principle 1 Substantive Books Lead to Substantive Conversations |
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24 | (4) |
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25 | (1) |
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Reading Aloud about Real-Life Issues |
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26 | (1) |
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Preparing Your Read Aloud |
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26 | (1) |
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Add Some Drama for Even More Enjoyment |
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27 | (1) |
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Principle 2 Reading Aloud Supports a "Readerly Identity" |
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28 | (4) |
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Seeing Yourself as a Reader |
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28 | (1) |
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Developing a Readerly Identity with Younger Readers |
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29 | (1) |
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Developing a "Readerly Identity" with Older Readers |
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30 | (1) |
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Why Cross-Age Reading Helps to Develop a Readerly Identity in Both Older and Younger Readers |
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31 | (1) |
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Principle 3 Having Fun Is Essential to Creating Readers |
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32 | (1) |
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Reading for Fun during the School Day |
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32 | (1) |
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Key Issues in Implementation |
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33 | (4) |
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Selecting a Book: Different Genres Matter |
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34 | (1) |
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Selecting a Book: Social Issues Matter |
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34 | (2) |
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What Makes Reading Aloud Difficult? |
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36 | (1) |
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Commercial Influences on Children's Literature |
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36 | (1) |
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Reading Aloud to Linguistically and Culturally Diverse Students |
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37 | (1) |
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Technology Extensions and Electronic Resources |
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38 | (1) |
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38 | (1) |
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Voices from the Field: Lisa Hannon |
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39 | (1) |
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Children's and Adolescent Literature |
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40 | (1) |
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Professional Publications |
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41 | (4) |
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3 Teaching Reading with Literature |
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45 | (28) |
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Teacher Vignette: Learning to Read with Literature in First Grade |
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45 | (1) |
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Principle #1 Not All Emergent Literacy Practices Are Equal |
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46 | (7) |
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47 | (1) |
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How Do Children Become Literate? |
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47 | (1) |
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School Practices Support Some Children More Than Others |
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48 | (1) |
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How Can Teachers Support Children from Diverse Communities? |
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49 | (2) |
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Meeting Cambourne's Conditions with Adolescents |
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51 | (2) |
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Principle #2 Reading Is a Process of Making Meaning |
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53 | (5) |
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Semantics Is All about Making Meaning |
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54 | (1) |
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Syntax Connects to Grammar and Patterns of Language |
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54 | (1) |
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The Graphophonemics Cueing System Refers to Letters and Sounds |
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55 | (1) |
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Pragmatics, the Fourth Cueing System, Is Concerned with the Rules of Language Use in Particular Contexts |
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55 | (1) |
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Miscues Demonstrate a Reader's Ability to Use the Cueing Systems |
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56 | (1) |
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A Critical Transactional Model Pays Attention to Equity Issues |
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57 | (1) |
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Principle #3 Reading and Writing Go Together |
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58 | (3) |
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Using Songs to Support Reading |
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59 | (1) |
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How Reading Books Supports Writing |
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60 | (1) |
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Writing Down What Students Say |
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60 | (1) |
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Key Issues in Implementation |
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61 | (2) |
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Why Are Leveled Books an Obstacle? |
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61 | (1) |
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Decodable Texts Are One Way That Books Are Leveled |
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62 | (1) |
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What about Phonics in Literature-Based Programs? |
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62 | (1) |
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Working with Linguistically and Culturally Diverse Students |
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63 | (1) |
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Technology Extensions and Electronic Resources |
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64 | (1) |
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64 | (1) |
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Voices from the Field: Angie Zapata with Nancy Valdez-Gainer |
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65 | (3) |
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Children's and Adolescent Literature |
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68 | (1) |
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Professional Publications |
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68 | (5) |
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4 Choosing Books: Diversity Counts |
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73 | (26) |
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Teacher Vignette: Diverse Books Make a Difference |
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73 | (2) |
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Principle #1 Books about Social and Political Issues Open up New Curricular Spaces |
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75 | (3) |
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Using LGBTQ+-Inclusive Literature |
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76 | (2) |
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Principle #2 Authentic Multicultural Literature Matters |
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78 | (4) |
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For Whom Is Culturally Authentic Literature Written? |
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78 | (1) |
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Culturally Authentic Literature Allows Children to See Themselves in Books |
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79 | (1) |
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Who Writes Culturally Authentic Literature? |
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79 | (1) |
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80 | (2) |
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Principle #3 Using International Literature Matters |
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82 | (4) |
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Using Literature about the Developing World |
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82 | (3) |
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Using International Literature in the Classroom |
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85 | (1) |
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Key Issues in Implementation |
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86 | (2) |
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86 | (1) |
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87 | (1) |
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Working with Linguistically and Culturally Diverse Students |
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88 | (1) |
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89 | (1) |
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Technology Extensions and Electronic Resources |
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89 | (1) |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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Voices from the field: Summer D. Wood and Robin Jocius |
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91 | (2) |
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Children's and Adolescent Literature |
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93 | (1) |
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Professional Publications |
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94 | (5) |
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5 Language Study: Lingering in Text |
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99 | (22) |
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Teacher Vignette: Fifth and Sixth Graders Learn to Read Critically |
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99 | (1) |
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Principle #1 There Is Always Another Perspective |
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100 | (3) |
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Principle #2 Critical Readers Recognize Frames and Stereotypes |
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103 | (4) |
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104 | (1) |
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Examining the Frames in Multiple Texts |
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104 | (3) |
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Principle #3 Language Study Helps Readers Unpack Texts |
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107 | (2) |
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Key Issues in Implementation |
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109 | (3) |
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Language Study Encourages Readers to Talk Back to Texts and Challenge the Interpretations They and Others Make |
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109 | (2) |
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Critical Language Study Challenges the Traditional Focus on Discrete Skills |
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111 | (1) |
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Critical Language Study Is Not Commonly Found in Existing Curriculum Materials |
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111 | (1) |
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Working with Linguistically and Culturally Diverse Students |
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112 | (2) |
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Technology Extensions and Electronic Resources |
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114 | (1) |
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115 | (1) |
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Voices from the Field: Jinnie Spiegler |
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115 | (2) |
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Children's and Adolescent Literature |
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117 | (1) |
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Professional Publications |
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118 | (3) |
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6 Supporting Literature Discussions |
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121 | (26) |
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Teacher Vignette: Second and Third Graders Share Literature to Study Immigration |
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121 | (3) |
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Principle #1 Literature Discussion Groups Support Reading as a Social Event |
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124 | (2) |
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Principle #2 Text Sets Support Powerful Conversations |
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126 | (3) |
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Investigating a Fairy Tale Text Set |
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127 | (2) |
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Principle #3 Literature Study Supports the Development of Critical Readers |
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129 | (7) |
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•et; Literature Study Allows Us to Benefit from the Insights of Others |
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130 | (1) |
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•et; Literature Study Opens Our Minds to the Ambiguities of Meaning |
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130 | (1) |
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•et; Literature Study Helps Us Understand Our Place in History |
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131 | (1) |
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•et; Literature Study Encourages Us to Question "Accepted" Knowledge |
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132 | (1) |
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•et; Literature Study Deepens Our Understanding of How Language Works |
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133 | (1) |
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•et; Literature Study Encourages Us to Explore Ethical Complexities |
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134 | (1) |
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•et; Literature Study Helps Us Develop Empathy for Those Who Are Unlike Us |
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134 | (2) |
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Key Issues in Implementation |
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136 | (2) |
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How Can I Teach with Literature When My District Requires Me to Use a Basal or Common Core Reading Program? |
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136 | (1) |
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How Can We Keep Track of So Many Kids Reading So Marty Books? |
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137 | (1) |
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What Data Can We Collect to Show Progress? |
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138 | (1) |
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Working with Linguistically and Culturally Diverse Students |
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138 | (1) |
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Technology Extensions and Electronic Resources |
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139 | (1) |
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140 | (1) |
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Voices from the Field: Jenna Loomis |
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141 | (3) |
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Children's and Adolescent Literature |
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144 | (1) |
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Professional Publications |
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145 | (2) |
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7 Books across the Curriculum: Focused, Author, Illustrator, and Genre Studies |
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147 | (24) |
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Teacher Vignette: Expanding Textbook Accounts of History through Literature |
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147 | (3) |
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Principle #1 Focused Studies Open New Possibilities for Inquiry |
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150 | (4) |
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150 | (1) |
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Devices for Organizing and Sharing |
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151 | (1) |
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Conceptually Related Texts and Media |
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151 | (2) |
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Exploring Focused Studies with Primary Children |
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153 | (1) |
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Principle #2 Author and Illustrator Studies Connect Kids with Writers and Artists |
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154 | (3) |
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154 | (2) |
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156 | (1) |
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Principle #3 Genre Studies Encourage Digging Deeply |
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157 | (4) |
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Key Issues in Implementation |
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161 | (1) |
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Working with Linguistically and Culturally Diverse Students |
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162 | (1) |
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Technology Extensions and Electronic Resources |
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163 | (1) |
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163 | (1) |
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Voices from the field: Courtney Bauer |
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164 | (2) |
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166 | (1) |
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Children's and Adolescent Literature |
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167 | (1) |
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Professional Publications |
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167 | (4) |
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8 Responding to Literature through the Arts |
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171 | (22) |
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Teacher Vignette: Transmediation in a Primary Classroom |
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171 | (1) |
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Principle #1 The Arts Provide New Access to Literacy |
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172 | (3) |
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172 | (1) |
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Integrating Reading and Art |
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173 | (1) |
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Making Meaning through Different Fonts |
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174 | (1) |
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Principle #2 Artistic Performances Support Digging Deeply |
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175 | (3) |
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Process Drama with Second Graders |
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175 | (1) |
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Gaining Access through Multiple Art Forms |
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176 | (2) |
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Principle #3 The Arts Support Readers in Taking a Critical Stance |
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178 | (3) |
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Disrupting the Commonplace |
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178 | (1) |
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Interrogating Multiple Viewpoints |
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178 | (1) |
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Seeing Things in a Sociopolitical Context |
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179 | (1) |
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180 | (1) |
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Key Issues in Implementation |
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181 | (1) |
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The Arts Take Too Much Time |
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181 | (1) |
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But I'm Not Comfortable Teaching the Arts |
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182 | (1) |
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Working with Linguistically and Culturally Diverse Students |
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182 | (1) |
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Technology Extensions and Electronic Resources |
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183 | (1) |
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183 | (1) |
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184 | (1) |
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184 | (1) |
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Voices from the Field: Beth A. Buchholz |
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185 | (3) |
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Children's and Adolescent Literature |
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188 | (1) |
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Professional Publications |
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189 | (4) |
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9 Challenging the Challengers |
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193 | (24) |
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Teacher Vignette: Overcoming Self-Censorship |
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193 | (1) |
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Principle #1 Why Censorship Threatens Democracy |
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194 | (6) |
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Challenged and Banned Books |
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194 | (2) |
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196 | (1) |
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Self-Censorship in Classrooms |
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197 | (2) |
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Help If a Book or Other Media Is Challenged |
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199 | (1) |
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Principle #2 Even Troublesome Books Have Potential |
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200 | (3) |
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200 | (1) |
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Not All Books Are Equal: Starting Important Conversations |
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201 | (2) |
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Principle #3 Studying Book Awards Critically |
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203 | (2) |
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204 | (1) |
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Stereotypes in Award Winners |
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204 | (1) |
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What Are the Consequences of Book Awards? |
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204 | (1) |
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Key Issues in Implementation |
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205 | (1) |
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Working with Linguistically and Culturally Diverse Students |
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206 | (1) |
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Technology Extensions and Electronic Resources |
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207 | (1) |
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208 | (1) |
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Voices from the Field: Selena E. Van Horn |
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209 | (3) |
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Children's and Adolescent Literature |
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212 | (1) |
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Professional Publications |
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213 | (4) |
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10 Literature Response Strategies |
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217 | (22) |
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217 | (1) |
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217 | (1) |
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218 | (1) |
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218 | (1) |
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219 | (1) |
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219 | (1) |
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219 | (1) |
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219 | (1) |
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220 | (1) |
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Deconstructing Fairy Tales |
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220 | (1) |
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220 | (1) |
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Discourse Analysis for Kids |
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220 | (1) |
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221 | (1) |
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221 | (1) |
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Environmental Print Books |
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222 | (1) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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223 | (1) |
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223 | (1) |
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223 | (1) |
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224 | (1) |
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225 | (1) |
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225 | (1) |
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225 | (1) |
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226 | (1) |
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Little Books (One-Page Stapleless Books) |
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226 | (1) |
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227 | (1) |
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Mini-Inquiries into Challenged or Banned Books |
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227 | (1) |
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228 | (1) |
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One Observation, One Connection, One Question, One Surprise |
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228 | (1) |
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228 | (1) |
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228 | (1) |
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229 | (1) |
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229 | (1) |
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229 | (1) |
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229 | (1) |
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230 | (1) |
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230 | (1) |
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230 | (1) |
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Roles in Literature Circles |
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231 | (1) |
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Save the Last Word for Me |
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232 | (1) |
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232 | (1) |
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232 | (1) |
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Six-Box Literature Response Strategy |
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232 | (1) |
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232 | (1) |
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233 | (1) |
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233 | (1) |
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233 | (1) |
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234 | (1) |
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234 | (1) |
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234 | (1) |
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Target, Perpetrator, Ally, Bystander |
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234 | (1) |
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235 | (1) |
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235 | (1) |
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236 | (1) |
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236 | (1) |
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236 | (1) |
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236 | (1) |
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237 | (1) |
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237 | (1) |
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Children's and Adolescent Literature |
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238 | (1) |
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Professional Publications |
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238 | (1) |
| About the Authors |
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239 | (3) |
| Index |
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242 | |
Lisainfo e-raamatute kohta