Literacy Assessment and Intervention for the Elementary Classroom by Beverly A. DeVries |
by Marie M. Clay
|
by Naomi Shihab Nye
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Publication Manual Of The American Psychological Association Special Edition by American Psychological Association |
Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers by Arleen Shearer Mariotti |
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Editorial Reviews
Review
"Wonderful teachings ideas support each chapter and provide in-depth approaches to literature, making it come alive for students of all ages."
"This textbook is written by experts in the field who know children's literature and who know how children/youth grow as language users. In other words, they know how to bring students and literature together in sound ways. My students have told me they often sell their textbooks, but they want to keep this one."
"The greatest strength of this textbook is the expertise and wisdom the authors bring to developing a textbook. I know their work, and I trust what they have to say. Along with their knowledge about children's literature, I appreciate the theoretical orientations they rely upon in discussing how to share literature with students. The textbook shows how to bring children and books together in sound ways. I love the opening scenarios of chapters that offer readers an opportunity to visit a classroom where the teacher is providing authentic experiences with literature. I find this modeling invaluable because so much of what my students have seen and/or experienced are examples of literature being "killed" in the name of teaching. Plus, as I have suggested, this modeling is consistent with the theoretical and philosophical underpinnings of my teaching. I also appreciate the closer look at a work of literature and the author because this provides a vivid picture of how literature works and helps readers become more acquainted with authors and seeds of creativity. Another aspect of this textbook that I admire is that the authors recognize the complexity that can surround issues in the field of children's literature. The authors discuss issues in depth without losing the interest of the reader. Moreover, the authors discuss books in ways that invite reading literature during the course and beyond. They write well, and they have much to offer."
"It contains a wealth of information! The spotlights on well known children and adolescent authors throughout the text are helpful and I enjoyed learning more about the writers and their approaches to writing in the different genres."
"All genres of literature are covered in enough depth to allow teachers to differentiate between them. Good examples of each genre are presented with many author profiles to supplement them. Criteria for selecting good literature are given and extensive book lists are included with each chapter. Teaching ideas are also included in each chapter showing creative ways to utilize each genre in the classroom. The bottom line to any text on children's and adolescent literature is getting good books into the hands of children. This text will help teachers to accomplish that!" --This text refers to the Hardcover edition.
Product Description
With a slender design and appealing art, Cullinan and Galda present a thought provoking discussion on how children can read to respond, read to learn, and read to enjoy. This text provides evaluation criteria for selecting superior children's books, rather than listing thousands of titles and synopses. Booklists direct readers to quality literature, and extended discussions of selected titles demonstrate the selection criteria. Multicultural literature is discussed throughout the text, with a separate chapter on more specific multicultural issues. Numerous teaching ideas, many of which are contributed by classroom teachers, provide practical applications. This is a book for teachers, stressing the use of good books in a literature based curriculum.
See all Editorial Reviews
"Wonderful teachings ideas support each chapter and provide in-depth approaches to literature, making it come alive for students of all ages."
"This textbook is written by experts in the field who know children's literature and who know how children/youth grow as language users. In other words, they know how to bring students and literature together in sound ways. My students have told me they often sell their textbooks, but they want to keep this one."
"The greatest strength of this textbook is the expertise and wisdom the authors bring to developing a textbook. I know their work, and I trust what they have to say. Along with their knowledge about children's literature, I appreciate the theoretical orientations they rely upon in discussing how to share literature with students. The textbook shows how to bring children and books together in sound ways. I love the opening scenarios of chapters that offer readers an opportunity to visit a classroom where the teacher is providing authentic experiences with literature. I find this modeling invaluable because so much of what my students have seen and/or experienced are examples of literature being "killed" in the name of teaching. Plus, as I have suggested, this modeling is consistent with the theoretical and philosophical underpinnings of my teaching. I also appreciate the closer look at a work of literature and the author because this provides a vivid picture of how literature works and helps readers become more acquainted with authors and seeds of creativity. Another aspect of this textbook that I admire is that the authors recognize the complexity that can surround issues in the field of children's literature. The authors discuss issues in depth without losing the interest of the reader. Moreover, the authors discuss books in ways that invite reading literature during the course and beyond. They write well, and they have much to offer."
"It contains a wealth of information! The spotlights on well known children and adolescent authors throughout the text are helpful and I enjoyed learning more about the writers and their approaches to writing in the different genres."
"All genres of literature are covered in enough depth to allow teachers to differentiate between them. Good examples of each genre are presented with many author profiles to supplement them. Criteria for selecting good literature are given and extensive book lists are included with each chapter. Teaching ideas are also included in each chapter showing creative ways to utilize each genre in the classroom. The bottom line to any text on children's and adolescent literature is getting good books into the hands of children. This text will help teachers to accomplish that!" --This text refers to the Hardcover edition.
Product Description
With a slender design and appealing art, Cullinan and Galda present a thought provoking discussion on how children can read to respond, read to learn, and read to enjoy. This text provides evaluation criteria for selecting superior children's books, rather than listing thousands of titles and synopses. Booklists direct readers to quality literature, and extended discussions of selected titles demonstrate the selection criteria. Multicultural literature is discussed throughout the text, with a separate chapter on more specific multicultural issues. Numerous teaching ideas, many of which are contributed by classroom teachers, provide practical applications. This is a book for teachers, stressing the use of good books in a literature based curriculum.
See all Editorial Reviews
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Citations
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19
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- In the Company of Children by Joanne Hindley on 4 pages
- Reading Harry Potter: Critical Essays (Contributions to the Study of Popular Culture) by Giselle Liza Anatol in Front Matter (1), Front Matter (2), and Front Matter (3)
- Multicultural Acquisitions (The Acquisitions Librarian, Nos 9/10) by Karen Parrish on page 113, and page 114
- Children's Books on Ancient Greek and Roman Mythology: An Annotated Bibliography (Bibliographies and Indexes in World Literature) by Antoinette Brazouski in Front Matter (1), and Front Matter (2)
- Writing: Teachers & Children at Work 20th Anniversary Edition by Donald H. Graves on page 73, and page 76
See all 19 books citing this book
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