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|Unit 1||Engaging Readers in Good Books||1|
|Ch. 1||Why We Read||2|
|Ch. 2||What Is a Good Book?||28|
|Unit 2||The Good Books Themselves||71|
|Ch. 3||Picture Books||72|
|Ch. 5||Traditional Fantasy||152|
|Ch. 6||Modern Fantasy||192|
|Ch. 7||Contemporary Realistic Fiction||234|
|Ch. 8||Historical Fiction||266|
|Ch. 9||Multicultural and International Children's Books||290|
|Ch. 10||Informational Books||324|
|Unit 3||Using Good Books in the Classroom||401|
|Ch. 12||Motivating Children to Read||402|
|Ch. 13||Teaching Reading Using Children's Literature||432|
|Ch. 14||Evaluation and Assessment||470|
|Ch. 15||Teaching Across the Curriculum With Children's Literature||494|
|App. A||Book Selection Aids||522|
|App. B||Children's Book Awards||527|
|App. C: Publisher's Addresses||543|
|Author, Illustrator, Title Index||547|
To Caldecott winner David Wisniewski, for the inspirational cover art he created specifically for this text. We have always loved his work and are so thrilled with his contribution! With crisp, clean lines, David has captured both the beauty and excitement we feel every time we open a good book.
We are also grateful to acclaimed children's book writer and illustrator Steven Kellogg for providing original art to accompany many of the text's features. Steven's paintings have graced over 100 books, and we are privileged to have all of his little critters and characters accent our text.What Makes This Book Different?
We believe a big key to successful reading instruction is bringing children and books so closely together that children respond in much the same way we adults do when we are lost in a great novel. All sense of space, place, and time dissolves and we become one with the book. We call this ratified state "engaged reading" and firmly believe that if we, as parents and teachers, help create the proper "fit" between reader and text, we will see real, purposeful reading like this take place.Engaging Readers
In this book we describe that state of engaged reading in detail, discuss ways you can nurture it in your classroom, then offer you thousands of books across nine major genres ready to present to your students. Finally, we spend a great deal of time discussing how to teach most effectively using children's literature. Visual LiteracyVisual Literacy
We believe the art involved in children's trade books is fascinating, often breathtaking, and well worth study. That's why the art contributed by DavidWisniewski and Steven Kellogg means so much to us. That's also why we have included numerous full-color book covers and inside art throughout the text, including a special, in-depth look at picture book art in Chapter 2.Highlighting Exceptional Literature
Because our purpose in writing this text is to engage our readers in the world of children's literature and to pass on our passion for this literature, we feature many trade book covers throughout the chapters. Booksellers and librarians tell us that the sure way to "sell" a book is to have it displayed on the shelf face out. So, we did the same on the pages of this book. We believe that by seeing books presented this way in this text, our readers will develop a real interest in seeking out the books we discuss. We also think we will make it easier for our readers to recognize these books in libraries, in bookstores, or on line.
In keeping with this philosophy, all the children's literature titles we discuss are highlighted in bold and italic for easy access. We think that it makes it easier on your eye as it moves down the page. At a glance you will be able to pick up titles you want to reference as you return to the text on subsequent readings. We have also painstakingly included as many up-to-date titles as possible without forsaking the classics.
Coverage of the best titles from multicultural and international literature is included, not just in its own chapter, but throughout the book. This reflects our belief that multicultural and international literature should not be segregated to its own study, but should be a constant part of a balanced literature program.Organization of This Book
Unit 1, Engaging Readers in Good Books, begins with a proactive approach to reading. We investigate first what books hold for us and what it means to become an engaged reader. We then look at criteria for judging a book, noting both the text and the pictures as major considerations.
Unit 2, The Good Books Themselves, deals with the specific genres in children's literature. Within each chapter we provide genre-specific criteria for evaluating books. We begin, as a new parent might, by discussing Picture Books and follow it with a chapter on Poetry. Next we look at Traditional Fantasy and its natural companion, Modern Fantasy. We then address the more "real" genres of Contemporary Realistic Fiction, Historical Fiction, and Multicultural and International Books. Finally we detail the important and kid-popular genres of Informational Books and Biography.
Unit 3, Using Good Books in the Classroom, turns our attention to the classroom. We focus first on how to motivate children to read. Then we address how to go about teaching reading using the wide variety of children's literature available to us today. Next we look at ways to assess and evaluate our teaching and the progress of our students. Finally, we concentrate on how we can teach across the curriculum using children's literature.Special Features Text Sets
A text set, a group of interrelated titles perfect for read aloud and independent reading, begins each chapter. From this list of books, a student has chosen to read and respond to one title. That response, as well as an excerpt from the highlighted title, accompany the text set in the opening pages of each chapter. Alternate Text Sets, interspersed throughout the chapters, could also be used in either the college classroom setting or the elementary classroom with children.Bookmark: Integrating Technology
This feature in every chapter encourages and guides Internet use to find author information, classroom activities, and resources for further research.A Conversation With . . .
Appearing throughout the text are original interviews, which not only introduce readers to some of the most interesting personalities in children's literature, but also provide insight into the process, challenges, and goals of creating meaningful literature for young readers.
Featured authors and illustrators include: Lloyd Alexander, Joseph Bruchac, Karen Cushman, Cynthia DeFelice, Russell Freedman, James Cross Giblin, Susan Guevara, Lee Bennett Hopkins, James Howe, Steven Kellogg, Eric Kimmel, Lois Lowry, Bill Martin, Jr., Gary Paulsen, Allen Say, Alice Schertle, David M. Schwartz, Jerry and Eileen Spinelli, David Wiesner, and Paul O. Zelinski.Teaching Ideas
These teaching examples and recommendations for covering chapter topics in K-8 classrooms help readers put children's literature into action.Did You Know?
We include interesting facts about children's literature, the inside scoop on what is new and interesting in the field, and even a little gossip from time to time.Margin Notes
At the end of each chapter we include lists of books not mentioned within the body of the chapter, but which we believe are must-reads.
Free with every copy of the text, this database of children's literature titles contains more than 14,000 titles searchable across eleven fields, including an exhaustive list of award winners.Companion Website
This resource for students and professors, at www.prenhall.com/darigan, contains classroom cases, author interviews, activities, self-assessments, meaningful links, as well as a message board and chat facilities.Instructor's Manual
This free supplement provides professors with chapter overviews, objectives, and a test bank.
Within the pages of any book is a promise: the promise of a good story-an evocative tale that may touch your heart or make you laugh. It may provide you with a fact or piece of data that you didn't know before. We hope this book is no exception. We'd love to think that you will enjoy reading this book now and return to it often. We also hope that this book will prompt you to delve deeper into the rich literature that is available to children. We hope you will see children's literature with new eyes and a fresh outlook as a consequence of reading these pages. We want you to become "engaged readers" so you can turn children across the nation and the world on to books.