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Table of Contents
Cover; Half Title Page; Title Page; Copyright; Dedication; About the Editors; Contributors; Foreword; Preface; Acknowledgments; Contents; Part I. Creating an Open Invitation for All; 1. Reading Multiculturally, Globally, and Critically in Literacy Education: Books as Messengers for Diversity; Multicultural and Global Children's Literature; Conclusion; References; 2. Creating Independent Readers: The Role of Reading Aloud and Sustained Silent Reading; Why Reading Aloud Belongs in the Regular Classroom Routine; What Does the Research on Reading Aloud Mean for My Classroom ?
Independent Silent Reading in Your ClassroomWhat Does the Research on Independent Silent Reading Mean for My Classroom?; Putting Reading Aloud and Independent Silent Reading in Your Existing Curriculum; Conclusion; References; 3. Addressing "Struggle": Strengthening the Literary Bonds between Children and Books; Striving to Mitigate "Reading Struggles" in the Intermediate Grades; Curbing Aliteracy and Developing Readers: Text Access and Variety; Conclusion; References; Part II. Inviting Students with the Arts; 4. Racially Diverse Children's Literature and Arts Education
Racially Diverse Children's LiteratureBenefits of Arts Education; Conclusion; References; 5. "Can We Play This Story?": Story‑Based Process Drama with Language Learners; Bringing Drama into the Reading Curriculum; Bringing Drama into Dual‑Language Classrooms; Drama as a Platform to Make Meanings through Two Languages; Enacting Just Decisions through Drama; Conclusion; References; 6. Picturebook as Art Object: Developing Art Appreciation through Speculative Pondering; Collaborative Partnership in the Creation of Picturebooks; The Art of Erin E. Stead; The Art of Philip C. Stead
Conclusion: Picturebook as Art ObjectReferences; Part III. Inviting Students with Specific Genres and Special Formats; 7. Biographical Picturebooks Are Winning Awards and Teachers' and Students' Attention; Why Use Biographical Picturebooks?; Developing Vocabulary with The Right Word: Roget and His Thesaurus; Giving Voice with Brave Girl!: Clara and the Shirtwaist Makers' Strike of 1909; Charting the Past and Planning the Future with Growing Up Pedro; Conclusion; References; 8. "Really Reading" and Really Responding: Response and Deep Understanding with Transitional Readers
Defining Transitional Chapter Books and Their ReadersResponse to Literature in the Transitional Reader's Classroom; Emphasis on Reading and Literary Understanding in the Primary Grades; Supporting Response to Transitional Chapter Books and Meeting Mandated Curriculum Standards; Transitional Chapter Books and Literary Response in the Classroom; Conclusion; References; 9. Comics in the Classroom: Using Graphic Novels for Content Learning; Why Use Graphic Novels in Class?; Artemis: Wild Goddess of the Hunt (O'Connor, 2017); Strange Fruit: Uncelebrated Narratives from Black History (Gill, 2014)
Independent Silent Reading in Your ClassroomWhat Does the Research on Independent Silent Reading Mean for My Classroom?; Putting Reading Aloud and Independent Silent Reading in Your Existing Curriculum; Conclusion; References; 3. Addressing "Struggle": Strengthening the Literary Bonds between Children and Books; Striving to Mitigate "Reading Struggles" in the Intermediate Grades; Curbing Aliteracy and Developing Readers: Text Access and Variety; Conclusion; References; Part II. Inviting Students with the Arts; 4. Racially Diverse Children's Literature and Arts Education
Racially Diverse Children's LiteratureBenefits of Arts Education; Conclusion; References; 5. "Can We Play This Story?": Story‑Based Process Drama with Language Learners; Bringing Drama into the Reading Curriculum; Bringing Drama into Dual‑Language Classrooms; Drama as a Platform to Make Meanings through Two Languages; Enacting Just Decisions through Drama; Conclusion; References; 6. Picturebook as Art Object: Developing Art Appreciation through Speculative Pondering; Collaborative Partnership in the Creation of Picturebooks; The Art of Erin E. Stead; The Art of Philip C. Stead
Conclusion: Picturebook as Art ObjectReferences; Part III. Inviting Students with Specific Genres and Special Formats; 7. Biographical Picturebooks Are Winning Awards and Teachers' and Students' Attention; Why Use Biographical Picturebooks?; Developing Vocabulary with The Right Word: Roget and His Thesaurus; Giving Voice with Brave Girl!: Clara and the Shirtwaist Makers' Strike of 1909; Charting the Past and Planning the Future with Growing Up Pedro; Conclusion; References; 8. "Really Reading" and Really Responding: Response and Deep Understanding with Transitional Readers
Defining Transitional Chapter Books and Their ReadersResponse to Literature in the Transitional Reader's Classroom; Emphasis on Reading and Literary Understanding in the Primary Grades; Supporting Response to Transitional Chapter Books and Meeting Mandated Curriculum Standards; Transitional Chapter Books and Literary Response in the Classroom; Conclusion; References; 9. Comics in the Classroom: Using Graphic Novels for Content Learning; Why Use Graphic Novels in Class?; Artemis: Wild Goddess of the Hunt (O'Connor, 2017); Strange Fruit: Uncelebrated Narratives from Black History (Gill, 2014)