Perhaps no factor has a greater influence on children’s literacy learning than exposure to engaging, authentic, culturally relevant texts. This concise practitioner resource and course text helps K–8 teachers make informed choices about using children’s literature in their classrooms, from selecting high-quality texts to planning instruction and promoting independent reading. The authors present relevant theories (such as reader response and culturally responsive pedagogy) and show how to apply them in practice. Key topics include teaching narrative and expository texts, tapping into students’ individual interests, and conducting text-based writing activities and discussions. Every chapter features case examples, reflection questions, and learning activities for teachers; appendices list exemplary children’s literature.
Table des matières
Foreword, Elfrieda H. Hiebert
1. Introduction: Beliefs about Children’s Literature
2. What Is Purposeful Teaching with Literature?
3. What Matters When Teaching with Literature in the Classroom?
4. What Do Books Have to Offer?
5. How Can We Help Students Understand the Books They Read?
6. How Can We Encourage Students to Read Widely?
7. How Can We Incorporate Expository Text Purposefully?
8. How Can We Use Writing and Discussing to Make Sense of Reading?
9. How Can We Encourage Reading Beyond the Classroom?
10. How Do We Put It All Together?
Appendix A. Books to Support Student Agency
Appendix B. Books to Talk about Visioning with Students
Appendix C. Books by Genre
Appendix D. Book Awards
Appendix E. Popular Series Books
Appendix F. Book Club Choices
Appendix G. Children’s and Teen Choice Awards
References
Children’s Literature
Children’s Literature by Appendix
Index
A propos de l’auteur
Margaret Vaughn, Ph D, is Professor in the Department of Teaching and Learning at Washington State University. She teaches in the program areas of Research and Literacy, Language, and Technology. As a former classroom teacher, Dr. Vaughn recognizes the valuable role of teacher input and decision making in policy and practice and supports efforts to develop equity-focused learning environments. She is an advocate for student agency and developing equitable schools across the nation. Her award-winning research addresses issues of teacher practice and contemporary educational issues. Dr. Vaughn is coeditor of
Principles of Effective Literacy Instruction, Grades K–5, and coauthor of
Accelerating Learning Recovery for All Students and
Teaching with Children’s Literature.
Dixie D. Massey, Ph D, is a lecturer at Seattle Pacific University, where she teaches courses in literacy development and teacher preparation. Dr. Massey is coauthor of several curriculum books and series. She has published her research in leading journals of literacy research and practice.
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