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Are you looking for a brief introduction to children’s literature genres that leaves time to read actual works of children’s literature? This new, significantly revised and streamlined edition of Children’s Literature, Briefly introduces the reader to the essential foundations of each children’s literature genre, supported by practical features and tools to suggest quality books and activities to advance literacy in the classroom. As new teachers build their classroom library, the brevity of this affordable new edition ensures readers have the resources to purchase and time to read actual children’s literature.
The goal of this text, then, is to provide a practical overview of children's books, offering a framework and background information while keeping the spotlight on the books themselves.
''Several students over the years have told me it was one of the few texts they took with them to their first year of teaching. It contained the criteria for making good judgments. They could quickly apply the principles outlined to other books. l find this one of the primary strengths of the text and it is one reason why I keep using it.'' - Jean Stringam, Missouri State University
''This text provides a clear and concise overview of children’s literature. It does not overwhelm the students with too much information. The strengths are clear and concise information and the reading lists.'' - Rhonda L. Truitt, Catawba College
''The concise and clever writing style works so well with the students taking this course.'' - Marianne Baker, James Madison University
''I love the first chapter and how it positions the reader in seeing the value of reading. I also love the color insert that makes illustrations come alive.'' - Diane Barone, University of Nevada, Reno
The Magic of Books | |
Why Read? | p. 1 |
The Rewards of Reading | p. 1 |
Unengaged and Engaged Reading | p. 4 |
Why Do So Few People Read? | p. 4 |
Reading Is Personally Motivating | p. 4 |
Engaged and Unengaged Reading | p. 6 |
What Is a Good Book? | p. 10 |
Choosing Children's Books | p. 10 |
Judging a Book: Literary Quality Versus Personal Taste | p. 11 |
Quality | p. 11 |
Taste | p. 13 |
How to Recognize a Well-Written Book | p. 18 |
Choosing the Right Words | p. 18 |
Precise Vocabulary | p. 19 |
Figurative Language | p. 21 |
Dialogue | p. 22 |
Music in Language | p. 23 |
Understatement | p. 24 |
Unexpected Insights | p. 25 |
Elements of Weak Writing | p. 26 |
How to Recognize a Well-Illustrated Book | p. 29 |
Visual Literacy: Developing the Ability to "See" | p. 29 |
Functions of Illustrations in Picture Books | p. 30 |
Style and Media in Picture Book Illustrations | p. 33 |
Visual Elements | p. 34 |
Additional Illustration Criteria: Action and Detail | p. 36 |
Depicting Action | p. 36 |
Creating Depth with Detail | p. 36 |
Care Given to Bookmaking | p. 38 |
The Books Themselves | |
Children's Books: History and Trends | p. 41 |
Early Books for Children | p. 41 |
Children's Books Come of Age | p. 45 |
The 1800s | p. 45 |
1900-1950 | p. 46 |
1950-Present | p. 47 |
New Realism | p. 48 |
Minority Books | p. 48 |
The Changing Trends in Genres and Formats of Children's Books | p. 49 |
A Changing Marketplace | p. 50 |
The 21st Century | p. 52 |
Organizing Children's Literature by Genre | p. 56 |
The Genres | p. 56 |
The Book Lists | p. 59 |
Picture Books | p. 61 |
Categories of Picture Books | p. 61 |
ABC Books | p. 61 |
Counting Books | p. 63 |
Concept Books | p. 64 |
Participation Books | p. 64 |
Wordless Picture Books | p. 65 |
Predictable Books | p. 65 |
Beginning Reader Picture Books | p. 66 |
Picture Storybooks | p. 67 |
Engineered Books | p. 67 |
Baby/Board Books | p. 69 |
Picture Books Available in Audiovisual Formats | p. 70 |
Poetry | p. 80 |
Why Children May Learn to Dislike Poetry | p. 80 |
Building Appreciation for Poetry | p. 82 |
The NCTE Poetry Award | p. 85 |
Forms of Poetry | p. 92 |
Building a Poetry Collection | p. 94 |
Traditional Fantasy | p. 101 |
Traditional Fantasy: A Part of Every Culture | p. 101 |
Peculiarities of Traditional Fantasy | p. 102 |
The Universal Nature of Traditional Fantasy | p. 102 |
The Values of Fantasy | p. 104 |
Types of Traditional Fantasy | p. 105 |
In Defense of Traditional Fantasy | p. 109 |
Psychological Fantasy | p. 109 |
Violence | p. 110 |
Frightening for Young Children | p. 110 |
Waste of Time | p. 111 |
Modern Fantasy | p. 116 |
A Definition of Modern Fantasy | p. 116 |
Categories of Modern Fantasy | p. 117 |
Six Basic Fantasy Motifs | p. 118 |
Science Fiction | p. 120 |
The Truth in Fantasy | p. 121 |
Contemporary Realistic Fiction | p. 128 |
Importance of Story | p. 128 |
Identifying with Contemporary Realistic Fiction | p. 128 |
Contemporary Realistic Fiction and Society | p. 130 |
Common Categories of Contemporary Realistic Fiction | p. 132 |
Historical Fiction | p. 142 |
History Textbooks Versus History Trade Books | p. 142 |
History Textbooks Cover Too Much | p. 143 |
The People Are Missing! | p. 143 |
Historical Fiction: Presenting Multiple Perspectives | p. 144 |
What Makes Good Historical Fiction? | p. 145 |
History Should Not Be Sugarcoated | p. 146 |
Historical Accuracy Is Required | p. 146 |
The Historical Period Should Come to Life | p. 147 |
The History Usually Is Revealed through the Eyes of a Young Protagonist | p. 148 |
Avoid Too Much Attention to Historical Detail | p. 149 |
Types of Historical Fiction | p. 149 |
Reviewing the Values of Historical Fiction | p. 150 |
Biography | p. 155 |
Typical Personalities in Biographies | p. 155 |
Types of Biographies | p. 158 |
Judging Biographies for Young Readers | p. 160 |
Informational Books | p. 168 |
The Purpose of Informational Books | p. 168 |
Finding Good Informational Books | p. 171 |
Attractive Design | p. 171 |
Compelling Details | p. 172 |
Fascinating Comparisons | p. 174 |
Unusual Subjects or Viewpoints | p. 175 |
Personalized Content | p. 176 |
Accuracy | p. 178 |
Types of Informational Books | p. 179 |
Multicultural and International Books | p. 188 |
Multicultural Literature | p. 188 |
The Need for Multicultural Books | p. 189 |
Judging Multicultural Literature | p. 190 |
The Growth of Multicultural Literature | p. 192 |
International Books | p. 193 |
Books in the Classroom | |
Controversial Books | p. 202 |
The First Amendment | p. 202 |
Predictable and Unpredictable Controversy | p. 203 |
Intellectual Freedom and Individual Choice | p. 204 |
Handling Book Challenges | p. 207 |
Materials Selection Policy | p. 208 |
Grievance Procedure | p. 208 |
Steps to Reduce Emotional Tension | p. 208 |
Motivating Students to Read | p. 212 |
Helping Students Find the Books They Like | p. 215 |
Learning from Motivated Readers | p. 215 |
Getting Students Quickly into Books | p. 217 |
Reading Incentive Programs | p. 218 |
Organizing the Classroom to Get Children into Books | p. 220 |
First: Set an Example | p. 220 |
Second: Provide Books | p. 220 |
Third: Make Time for Books | p. 220 |
Fourth: Create a Reading Atmosphere | p. 223 |
Fifth: Work with Parents | p. 224 |
Sixth: Choose Meaningful Activities and Assignments | p. 224 |
Teaching with Children's Books | p. 226 |
Opening Doors with Books | p. 227 |
The Strengths of Trade Books | p. 228 |
Research Support for Using Trade Books to Teach Reading | p. 231 |
Using Trade Books in the Reading Curriculum | p. 232 |
Talking about Books | p. 232 |
Written and Creative Responses | p. 234 |
Using Trade Books in the Other Subject Areas | p. 238 |
The Individual Reading Approach | p. 238 |
The Large-Group Reading Approach | p. 239 |
The Small-Group Reading Approach | p. 240 |
Three Principles of Using Trade Books to Teach Subject Matter | p. 241 |
The Last Word | p. 242 |
Guidelines for Building a Classroom Library | p. 244 |
Book Selection Aids | p. 251 |
Magazines for Children | p. 257 |
Children's Book Awards | p. 261 |
Publishing Children's Books | p. 274 |
Name Index | p. 279 |
Subject Index | p. 294 |
Table of Contents provided by Ingram. All Rights Reserved. |
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