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xiv | |
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xvii | |
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xix | |
Acknowledgements |
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xxi | |
Acknowledgements for second edition |
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xxii | |
Preface |
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xxiii | |
Author biographies |
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xxvii | |
Prologue |
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xxix | |
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1 | (405) |
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3 | (5) |
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2 Children's literature: some key strands |
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8 | (5) |
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The critical study of children's literature |
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8 | (2) |
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Links between children's literature and children's development as readers |
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10 | (1) |
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Reviewing children's fiction |
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11 | (1) |
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12 | (1) |
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3 Fiction in the classroom: resources, organization of teaching and learning, some issues and assessment and record keeping |
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13 | (11) |
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13 | (1) |
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13 | (1) |
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The reading and literacy area |
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14 | (1) |
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14 | (1) |
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The organization of teaching and learning |
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15 | (2) |
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Some issues and questions |
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17 | (5) |
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Making progress as a reader of fiction: assessment and record keeping |
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22 | (1) |
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23 | (1) |
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24 | (24) |
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24 | (1) |
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25 | (1) |
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26 | (1) |
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Choosing picturebooks for different age groups |
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27 | (6) |
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Wordless picturebooks, classic picturebooks and picturebooks by new illustrators |
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33 | (3) |
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36 | (10) |
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Assessing and recording progress |
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46 | (1) |
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47 | (1) |
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5 Traditional tales: folk and fairy tales; myths, creation stories and legends; parables and fables |
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48 | (28) |
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48 | (1) |
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48 | (2) |
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50 | (3) |
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53 | (4) |
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Myths, creation stories and legends |
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57 | (8) |
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65 | (3) |
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68 | (6) |
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Assessing and recording progress |
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74 | (1) |
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75 | (1) |
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6 Genre fiction, `popular culture' texts and formats and media |
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76 | (30) |
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76 | (1) |
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Choosing genre fiction texts at different ages and stages |
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76 | (13) |
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89 | (8) |
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Using genre fiction in the classroom |
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97 | (4) |
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Assessing and recording progress |
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101 | (3) |
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The Cambridge/Homerton research and teaching centre for children's literature |
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104 | (1) |
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105 | (1) |
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7 Longer stories and children's novels: an introduction |
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106 | (4) |
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The importance of longer stories and novels |
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106 | (1) |
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Genre features of longer stories and children's novels |
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106 | (2) |
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Choosing longer stories and children's novels |
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108 | (2) |
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110 | (7) |
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110 | (1) |
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110 | (1) |
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111 | (3) |
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Stories based on close observation of living creatures |
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114 | (3) |
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9 Realism: domestic, adventure and school stories |
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117 | (10) |
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117 | (1) |
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Domestic or family stories |
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117 | (2) |
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Books about children living in different cultures and traditions |
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119 | (2) |
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121 | (1) |
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122 | (5) |
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10 Historical fiction: historical novels, time-slips and war stories |
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127 | (6) |
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127 | (1) |
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128 | (1) |
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129 | (1) |
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130 | (3) |
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11 Fantasy stories and novels |
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133 | (11) |
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133 | (1) |
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Choosing fantasy stories and novels around age seven or eight |
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133 | (3) |
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Choosing fantasy books around about age nine and above |
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136 | (6) |
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Summary of chapters 7 to 11 on choosing longer stories and children's novels |
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142 | (2) |
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12 Reading in a wider world |
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144 | (22) |
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144 | (1) |
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Discovering yourself and others through books |
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144 | (2) |
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Ethics and cultural differences |
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146 | (6) |
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152 | (2) |
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154 | (5) |
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159 | (7) |
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13 Using longer stories and novels |
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166 | (14) |
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166 | (1) |
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167 | (2) |
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Talk as a way of expressing and developing response |
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169 | (1) |
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Improvisation, drama and moving image texts |
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170 | (1) |
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170 | (1) |
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Writing alongside and after reading longer stories and children's novels |
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171 | (6) |
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Assessing and recording progress |
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177 | (1) |
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178 | (2) |
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180 | (20) |
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180 | (1) |
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180 | (1) |
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181 | (6) |
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187 | (5) |
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Children writing their own playscripts |
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192 | (2) |
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Using Shakespeare's plays |
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194 | (2) |
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Using film versions of children's stories and novels |
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196 | (1) |
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Writing scripts for films |
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197 | (1) |
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Assessing and recording progress |
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198 | (1) |
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199 | (1) |
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15 Poetry: an introduction |
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200 | (10) |
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200 | (1) |
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200 | (1) |
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Types of poetry: the organization of the poetry chapters |
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201 | (1) |
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Features of poetry and teachers' knowledge |
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201 | (1) |
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Choosing poetry for English lessons |
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202 | (1) |
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Choosing poetry across the curriculum |
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202 | (1) |
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Illustrations in poetry books |
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203 | (1) |
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Creating a poetry friendly classroom |
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204 | (1) |
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How do we best help extend children's response to and enjoyment of poetry? |
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204 | (1) |
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Performance and presentation |
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205 | (1) |
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Inspiring young poetry writers |
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205 | (1) |
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Assessing and recording progress |
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205 | (5) |
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16 Poems playing with language: nursery rhymes and action rhymes, nonsense verse and limericks, riddles and proverbs and rhyming stories |
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210 | (10) |
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210 | (1) |
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Features of poems playing with language |
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211 | (1) |
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Criteria for choosing nursery rhymes and action rhymes, nonsense verses and limericks, riddles and proverbs, and rhyming stories |
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212 | (6) |
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Using poems playing with language |
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218 | (1) |
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219 | (1) |
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17 Poems with distinctive forms, rhythms and/or rhyming patterns: rhyming poems, haiku, cinquain, kenning, tanka, shape poems, thin poems and acrostics |
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220 | (6) |
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220 | (1) |
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Features of poems with distinctive patterns and forms |
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220 | (2) |
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Choosing patterned poems for different age groups |
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222 | (1) |
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Using poems with distinctive forms |
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223 | (2) |
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225 | (1) |
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18 Story or narrative poems, classic poems and poems from different cultures and traditions |
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226 | (11) |
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226 | (1) |
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Features of story or narrative poems and ballads |
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226 | (1) |
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227 | (1) |
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227 | (3) |
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Features of classic poems |
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230 | (1) |
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230 | (2) |
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232 | (1) |
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Choosing poems from all cultures and traditions |
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233 | (2) |
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Using poems from all cultures and traditions 1 |
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235 | (1) |
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236 | (1) |
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19 Poems with freer, less traditional forms and patterns: free verse, conversation poems, blank verse and rap |
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237 | (12) |
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237 | (1) |
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Features of poems with freer forms and patterns |
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237 | (1) |
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Choosing poems with freer forms and patterns |
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238 | (3) |
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241 | (1) |
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Using poems with freer forms and patterns |
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241 | (4) |
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245 | (2) |
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247 | (2) |
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20 Introduction to Part II |
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249 | (4) |
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21 Children's non-fiction literature in the twenty-first century |
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253 | (7) |
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253 | (1) |
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Print books and resources |
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253 | (1) |
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254 | (3) |
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Moving image media: DVD, film and television |
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257 | (1) |
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258 | (1) |
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Books and websites to advise about choosing apps for reading |
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259 | (1) |
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22 Models of non-fiction kinds of learning and some guiding principles |
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260 | (7) |
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260 | (1) |
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Models of non-fiction kinds of learning |
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260 | (2) |
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262 | (3) |
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265 | (2) |
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23 Non-fiction and classroom organization, gender issues and assessment |
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267 | (10) |
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267 | (1) |
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Classroom organization and non-fiction |
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267 | (3) |
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Non-fiction in lessons across the curriculum |
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270 | (1) |
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Gender and non-fiction reading (and writing) |
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270 | (2) |
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Assessing and recording progress |
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272 | (4) |
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276 | (1) |
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24 Classifying non-fiction text types and thoughts towards a critical approach |
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277 | (6) |
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277 | (1) |
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277 | (2) |
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Evaluating non-fiction: towards critical attention and the increasing status of children's non-fiction |
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279 | (1) |
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Specialist reviewers and children as reviewers |
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280 | (2) |
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282 | (1) |
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25 Introducing chronological text types: recount and instruction |
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283 | (3) |
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26 Recounts: young researchers read and write chronologically ordered accounts |
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286 | (24) |
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286 | (1) |
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Features of non-fiction recounts |
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286 | (2) |
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Some criteria for choosing |
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288 | (2) |
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Choosing recounts for different age groups |
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290 | (13) |
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303 | (5) |
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308 | (1) |
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309 | (1) |
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310 | (13) |
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310 | (1) |
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Features of instruction texts |
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310 | (1) |
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Some criteria for choosing |
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310 | (1) |
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Where do children find instruction text? |
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311 | (2) |
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Choosing instruction texts for different age groups |
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313 | (4) |
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317 | (4) |
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321 | (2) |
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28 Introducing non-narrative non-fiction texts: report, explanation, discussion and persuasion and reference |
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323 | (5) |
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29 Report texts: choosing texts and resources |
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328 | (24) |
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328 | (1) |
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328 | (1) |
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Some criteria for choosing |
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329 | (2) |
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Choosing report texts for different age groups |
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331 | (11) |
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342 | (2) |
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30 Explanation texts: choosing texts and resources |
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344 | (1) |
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344 | (1) |
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Features of explanation texts |
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344 | (1) |
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Choosing explanation texts for different age groups |
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345 | (6) |
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351 | (1) |
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31 Using report and explanation texts |
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352 | (8) |
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352 | (1) |
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Ways of enthusing young researchers |
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352 | (3) |
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355 | (1) |
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Assessing and recording progress |
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356 | (2) |
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358 | (1) |
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358 | (2) |
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32 Argument: discussion and persuasion texts |
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360 | (16) |
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360 | (1) |
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Features of discussion and persuasion texts |
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360 | (2) |
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Choosing texts which include or promote argument for different ages |
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362 | (7) |
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Fiction can throw up exciting themes for argument |
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369 | (1) |
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Using texts to think about issues and to argue a case |
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369 | (3) |
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372 | (2) |
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Assessing and recording progress |
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374 | (1) |
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374 | (2) |
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33 Reference texts: choosing texts and resources |
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376 | (22) |
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376 | (1) |
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Features of reference texts |
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376 | (2) |
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Some criteria for choosing |
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378 | (1) |
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378 | (6) |
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384 | (2) |
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Activities to support and encourage the use of dictionaries and thesauri |
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386 | (1) |
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386 | (3) |
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389 | (5) |
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394 | (1) |
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The importance of `wondering' |
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394 | (2) |
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396 | (1) |
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397 | (1) |
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34 Using the school and classroom libraries |
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398 | (7) |
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398 | (1) |
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Using the classroom and school library |
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398 | (2) |
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Study and research skills |
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400 | (4) |
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404 | (1) |
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405 | (1) |
Bibliography |
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406 | (12) |
Useful information and websites |
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418 | (3) |
Index |
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421 | |