✍ Scribed by Cyndi Giorgis
No coin nor oath required. For personal study only.
The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality children’s literature for ages 0–8. This new edition’s emphasis on diverse literature will assist in positively impacting the lives of all young people. Effective instructional approaches for using literature as a teaching tool are coupled with developmentally appropriate methods for sharing literature with young children. This book is a foundational text for graduate and undergraduate students in early childhood education, early literacy, literacy methods, children’s literature, and literature instruction.
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Preface
Acknowledgments
Instructional Strategy from the Field Contributors
1 Defining Literature for Young Children
Importance of Literature in the Lives of Children
Categories of Literature
Format
Unusual Formats
Board Books
Toy and Novelty Books
Picture Books
Wordless Picture Books
Concept Books
Predictable Books
Beginning-to-Read Books
Early Chapter Book Series
Chapter Books
Genre
Fiction
Nonfiction
Poetry
Diversity in Children’s Literature
Instructional Strategy from the Field: Responding to Literature through Words and Images
Professional References Cited
Children’s Literature Cited
2 Evaluating Literature for Young Children
Evaluating Fiction
Plot
Setting
Characterization
Theme
Style of Writing
Coherence
Integrity
Evaluating Nonfiction
Organization
Accurate Presentations of Facts
Current Information and Resources
Evaluating Poetry
Evaluating Illustrations
Proximity to Text
Developing the Text
Capturing the Emotional Link
Appropriateness of Illustrations
Evaluating Interactive Media and Children’s Books
Instructional Strategy from the Field: Determining Word Meaning Using a Graphic Organizer
Professional References Cited
Children’s Literature Cited
3 Creating a Literate Environment
Reading Aloud as Foundational
Reading Aloud with Infants
Reading Aloud with Toddlers
Reading Aloud with Preschoolers
Reading Aloud with Kindergarteners and Primary-Grade Children
Choosing the Right Book
Creating a Positive Environment
Helping Children Construct Meaning
Narrative Structure
Visual Literacy
Storytelling
Choosing the Right Story
Creating a Positive Environment
Helping Children Construct Meaning
Narrative Structure
Visual Literacy
Writing
Choosing the Right Literature
Creating a Positive Writing Environment
Helping Children Construct Meaning
Narrative Structure
Visual Literacy
Instructional Strategy from the Field: Learning the Letter “C”
Professional References Cited
Children’s Literature Cited
4 Partnering with Literature
Developing the Imagination
Promoting Positive Attitudes
Selecting Literature
Grouping Books for Instruction
Book Comparison
Units of Study
Thematic Unit: Author Study
Thematic Unit: Imagination
Cornerstone Text
Partnering with Literature Across the Curriculum
Instructional Strategy from the Field: Author-Illustrator Study—Sydney Smith
Professional References Cited
Children’s Literature Cited
5 Promoting Young Children’s Language Development
Language Development in Young Children
How Children Become Literate
Hearing Rich Language
Using Language
Introducing Vocabulary in Context
Encouraging Language Play
Playing with the Sounds of Language
Exploring Patterns of Language
Playing with the Appearance of Language
Exploring Other Languages
Linguistically and Culturally Diverse Learners
Attentive, Critical, and Appreciative Listening Skills and Language Development
Building Attentive Listening Skills
Building Critical Listening Skills
Building Appreciative Listening Skills
Leading Naturally to Reading
Observing the Reading Process
Providing Time for Reading
Responding to Books Orally
Masks and Puppets
Engaging Children in Writing Activities
Building Ideas from Types of Writing
Helping Children to Write Well
Instructional Strategy from the Field: Word Walls
Professional References Cited
Children’s Literature Cited
6 Nurturing Children’s Intellectual Development
Intellectual Development in Young Children
Piaget’s Theory of Cognitive Development
Developmental Goals and Cognitive Abilities
Assisting in the Acquisition and Refinement of Concepts
Giving Information
Reinforcing Concepts
Books as Teaching Partners
Developing Skills in a Variety of Thinking Processes
Observing
Hypothesizing
Comparing
Classifying
Organizing
Applying
Expanding the Ability to Reason Logically
Encouraging Critical Thinking
Engaging in Problem-Solving
Nurturing Intellectual Development
Instructional Strategy from the Field: Partner Writing and Storytelling
Professional References Cited
Children’s Literature Cited
7 Supporting Children’s Personality Development
Personality Development in Young Children
Involving Children in Making Choices
Presenting Options
Encouraging Book Selection
Building Self-Concept
Recognizing Capabilities
Seeing Oneself Realistically
Recognizing Growth and Change
Becoming Confident
Identifying with One’s Heritage
Examining Gender Portrayal
Evaluating Nonconforming Gender Roles in Children’s Books
Building Self-Esteem
Using Content that Reaffirms Self-Worth
Presenting Themes of Individuality
Helping Children Understand and Express Their Emotions
Discovering Others Share Similar Feelings
Examining the Emotions of a Single Book Character
Characters Who Overcome Fears
Recognizing One’s Values
Instructional Strategy from the Field: Transitional Readers and Series Books
Professional References Cited
Children’s Literature Cited
8 Fostering Social-Emotional and Moral Development
Moral Development
Envisioning the Potential of Literature
Interpreting Nonverbal Language in Illustrations
Relating Voice Inflection to Meaning
Extending Beyond the Literal Interpretation of the Narrative
Following a Sequence of Action
Observing Patterns of Behavior
Empathizing with a Book Character
Fostering Children’s Ability from the Viewpoint of Others
Sharing Books that Present Several Viewpoints
Providing Models of Prosocial Behavior
Reading Books that Demonstrate Prosocial Behavior
Planning Prosocial Behavior
Encouraging Children to Judge the Appropriateness of Particular Behaviors
Helping Children Learn About and Value Diversity
Selecting Literature that Values Diversity
Focusing on Similarities
Facilitating Group Activities
Stimulating Children to Explore Moral Problems and Ethical Questions
Engaging Children in the Reasoning Process
Instructional Strategy from the Field: Literature Circle Discussions
Professional References Cited
Children’s Literature Cited
9 Generating Children’s Aesthetic and Creative Development
Aesthetic and Creative Development in Young Children
Creative Potential of Young Children
Development in Art
Introducing Art Elements
Observing Design Elements in Picture Books
Examining Art in Picture Books
Presenting Art as Personal Expression
Offering Children Experience with a Variety of Art Media
Experimenting with Media Used by Illustrators
Development in Music
Offering Children a Variety of Musical Experiences
Sharing Picture Books of Illustrated Songs
Using Rhythm Instruments with Literature
Moving in Response to Literature
Stimulating Creativity in Art, Music, and Movement
Evoking Divergent Responses
Presenting Books that are Inventive
Instructional Strategy from the Field: Integrating Science with Art
Professional References Cited
Children’s Literature Cited
10 Planning and Implementing Your Literature-Rich Curriculum
A Book for Toddlers and Preschoolers
A Book for Primary Grades
Selecting Response Activities
Recognizing the Larger Context
Literature-Rich Curriculum
Engaging Children with Literature
Reading and Writing Activities from Internet Sources
Professional References Cited
Children’s Literature Cited
Index
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