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E-grāmata: Choosing and Using Fiction and Non-Fiction 3-11: A Comprehensive Guide for Teachers and Student Teachers

(Fellow of the The English Association, UK)
  • Formāts: 454 pages
  • Izdošanas datums: 30-Oct-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781351385350
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  • Formāts: 454 pages
  • Izdošanas datums: 30-Oct-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781351385350

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Choosing and Using Fiction and Non-Fiction 3-11 is a guide for primary teachers to the many kinds of texts children encounter, use and enjoy in their nursery and primary school years, providing an invaluable insight into the literature available. Addressing important issues and allowing for the voices of teachers, reviewers and children to be heard, it contains suggestions of best practice which offer a more creative approach to learning.

Including both fiction and non-fiction, with genres ranging from picturebooks to biographies, this fully updated second edition features:











New coverage on recent books





Discussion of new changes in concepts of literacy, particularly focused on technological advances in moving image media and virtual worlds





The balance between print and screen-based texts on developing childrens visual and multimodal literacy





Annotated booklists for each genre for different age groups





New sections on equality, diversity and translation

Exploring fiction, non-fiction and poetry, Choosing and Using Fiction and Non-Fiction 3-11 is an invaluable resource, supporting teachers as they help children on their journey to becoming insightful and critical readers of non-fiction, and sensitive and reflective readers of fiction.

Recenzijas

Praise for the previous edition:

Winner of the United Kingdom Literacy Association's Author Award 2011 for its contribution to extending children's literacy.







'This book is about making readers. A compact summary of its contents would not do it justice. It is the account of a life's work and it deserves thanks and

readers. *****'. - Margaret Meek, Books for Keeps on-line, Number 185. 'This book is a cornucopia of varied pleasures, offering something for all tastes, presented with an awareness of the complexities of the field and communicated with commitment, enthusiasm and deep knowledge'. -

Eve Bearne, English 4-11, the primary school journal of The English Association, Number 42.

List of figures
xiv
List of boxes
xvii
List of case studies
xix
Acknowledgements xxi
Acknowledgements for second edition xxii
Preface xxiii
Author biographies xxvii
Prologue xxix
PART I FICTION
1(405)
1 Introduction to Part I
3(5)
2 Children's literature: some key strands
8(5)
The critical study of children's literature
8(2)
Links between children's literature and children's development as readers
10(1)
Reviewing children's fiction
11(1)
Summary
12(1)
3 Fiction in the classroom: resources, organization of teaching and learning, some issues and assessment and record keeping
13(11)
Introduction
13(1)
Resources
13(1)
The reading and literacy area
14(1)
The school library
14(1)
The organization of teaching and learning
15(2)
Some issues and questions
17(5)
Making progress as a reader of fiction: assessment and record keeping
22(1)
Summary
23(1)
4 Picturebooks
24(24)
Introduction
24(1)
Features of picturebooks
25(1)
Criteria for choosing
26(1)
Choosing picturebooks for different age groups
27(6)
Wordless picturebooks, classic picturebooks and picturebooks by new illustrators
33(3)
Using picturebooks
36(10)
Assessing and recording progress
46(1)
Summary
47(1)
5 Traditional tales: folk and fairy tales; myths, creation stories and legends; parables and fables
48(28)
Introduction
48(1)
Criteria for choosing
48(2)
Folk and fairy tales
50(3)
Choosing fairy tales
53(4)
Myths, creation stories and legends
57(8)
Parables and fables
65(3)
Using traditional tales
68(6)
Assessing and recording progress
74(1)
Summary
75(1)
6 Genre fiction, `popular culture' texts and formats and media
76(30)
Introduction
76(1)
Choosing genre fiction texts at different ages and stages
76(13)
Formats and media
89(8)
Using genre fiction in the classroom
97(4)
Assessing and recording progress
101(3)
The Cambridge/Homerton research and teaching centre for children's literature
104(1)
Summary
105(1)
7 Longer stories and children's novels: an introduction
106(4)
The importance of longer stories and novels
106(1)
Genre features of longer stories and children's novels
106(2)
Choosing longer stories and children's novels
108(2)
8 Animal stories
110(7)
Introduction
110(1)
Animal autobiographies
110(1)
Talking animals
111(3)
Stories based on close observation of living creatures
114(3)
9 Realism: domestic, adventure and school stories
117(10)
Introduction
117(1)
Domestic or family stories
117(2)
Books about children living in different cultures and traditions
119(2)
Adventure stories
121(1)
School stories
122(5)
10 Historical fiction: historical novels, time-slips and war stories
127(6)
Introduction
127(1)
Historical novels
128(1)
Time-slips
129(1)
War stories
130(3)
11 Fantasy stories and novels
133(11)
Introduction
133(1)
Choosing fantasy stories and novels around age seven or eight
133(3)
Choosing fantasy books around about age nine and above
136(6)
Summary of chapters 7 to 11 on choosing longer stories and children's novels
142(2)
12 Reading in a wider world
144(22)
Introduction
144(1)
Discovering yourself and others through books
144(2)
Ethics and cultural differences
146(6)
Learning to empathize
152(2)
Human rights
154(5)
Books in translation
159(7)
13 Using longer stories and novels
166(14)
Introduction
166(1)
Reading aloud
167(2)
Talk as a way of expressing and developing response
169(1)
Improvisation, drama and moving image texts
170(1)
Art and craft
170(1)
Writing alongside and after reading longer stories and children's novels
171(6)
Assessing and recording progress
177(1)
Summary
178(2)
14 Playscripts
180(20)
Introduction
180(1)
Features of playscripts
180(1)
Choosing playscripts
181(6)
Using playscripts
187(5)
Children writing their own playscripts
192(2)
Using Shakespeare's plays
194(2)
Using film versions of children's stories and novels
196(1)
Writing scripts for films
197(1)
Assessing and recording progress
198(1)
Summary
199(1)
15 Poetry: an introduction
200(10)
Why is poetry important?
200(1)
The oral tradition
200(1)
Types of poetry: the organization of the poetry chapters
201(1)
Features of poetry and teachers' knowledge
201(1)
Choosing poetry for English lessons
202(1)
Choosing poetry across the curriculum
202(1)
Illustrations in poetry books
203(1)
Creating a poetry friendly classroom
204(1)
How do we best help extend children's response to and enjoyment of poetry?
204(1)
Performance and presentation
205(1)
Inspiring young poetry writers
205(1)
Assessing and recording progress
205(5)
16 Poems playing with language: nursery rhymes and action rhymes, nonsense verse and limericks, riddles and proverbs and rhyming stories
210(10)
Introduction
210(1)
Features of poems playing with language
211(1)
Criteria for choosing nursery rhymes and action rhymes, nonsense verses and limericks, riddles and proverbs, and rhyming stories
212(6)
Using poems playing with language
218(1)
Summary
219(1)
17 Poems with distinctive forms, rhythms and/or rhyming patterns: rhyming poems, haiku, cinquain, kenning, tanka, shape poems, thin poems and acrostics
220(6)
Introduction
220(1)
Features of poems with distinctive patterns and forms
220(2)
Choosing patterned poems for different age groups
222(1)
Using poems with distinctive forms
223(2)
Summary
225(1)
18 Story or narrative poems, classic poems and poems from different cultures and traditions
226(11)
Introduction
226(1)
Features of story or narrative poems and ballads
226(1)
Choosing story poems
227(1)
Using story poems
227(3)
Features of classic poems
230(1)
Choosing classic poems
230(2)
Using classic poems
232(1)
Choosing poems from all cultures and traditions
233(2)
Using poems from all cultures and traditions 1
235(1)
Summary
236(1)
19 Poems with freer, less traditional forms and patterns: free verse, conversation poems, blank verse and rap
237(12)
Introduction
237(1)
Features of poems with freer forms and patterns
237(1)
Choosing poems with freer forms and patterns
238(3)
What a poem's not
241(1)
Using poems with freer forms and patterns
241(4)
Summary
245(2)
PART II NON-FICTION
247(2)
20 Introduction to Part II
249(4)
21 Children's non-fiction literature in the twenty-first century
253(7)
Introduction
253(1)
Print books and resources
253(1)
Electronic resources
254(3)
Moving image media: DVD, film and television
257(1)
3D virtual worlds
258(1)
Books and websites to advise about choosing apps for reading
259(1)
22 Models of non-fiction kinds of learning and some guiding principles
260(7)
Introduction
260(1)
Models of non-fiction kinds of learning
260(2)
Some guiding principles
262(3)
Summary
265(2)
23 Non-fiction and classroom organization, gender issues and assessment
267(10)
Introduction
267(1)
Classroom organization and non-fiction
267(3)
Non-fiction in lessons across the curriculum
270(1)
Gender and non-fiction reading (and writing)
270(2)
Assessing and recording progress
272(4)
Summary
276(1)
24 Classifying non-fiction text types and thoughts towards a critical approach
277(6)
Introduction
277(1)
Classifying non-fiction
277(2)
Evaluating non-fiction: towards critical attention and the increasing status of children's non-fiction
279(1)
Specialist reviewers and children as reviewers
280(2)
Summary
282(1)
25 Introducing chronological text types: recount and instruction
283(3)
26 Recounts: young researchers read and write chronologically ordered accounts
286(24)
Introduction
286(1)
Features of non-fiction recounts
286(2)
Some criteria for choosing
288(2)
Choosing recounts for different age groups
290(13)
Using recount texts
303(5)
Making progress
308(1)
Summary
309(1)
27 Instruction texts
310(13)
Introduction
310(1)
Features of instruction texts
310(1)
Some criteria for choosing
310(1)
Where do children find instruction text?
311(2)
Choosing instruction texts for different age groups
313(4)
Using instruction texts
317(4)
Summary
321(2)
28 Introducing non-narrative non-fiction texts: report, explanation, discussion and persuasion and reference
323(5)
29 Report texts: choosing texts and resources
328(24)
Introduction
328(1)
Features of report texts
328(1)
Some criteria for choosing
329(2)
Choosing report texts for different age groups
331(11)
Summary
342(2)
30 Explanation texts: choosing texts and resources
344(1)
Introduction
344(1)
Features of explanation texts
344(1)
Choosing explanation texts for different age groups
345(6)
Summary
351(1)
31 Using report and explanation texts
352(8)
Introduction
352(1)
Ways of enthusing young researchers
352(3)
Some issues
355(1)
Assessing and recording progress
356(2)
Evaluation of resources
358(1)
Summary
358(2)
32 Argument: discussion and persuasion texts
360(16)
Introduction
360(1)
Features of discussion and persuasion texts
360(2)
Choosing texts which include or promote argument for different ages
362(7)
Fiction can throw up exciting themes for argument
369(1)
Using texts to think about issues and to argue a case
369(3)
Making progress
372(2)
Assessing and recording progress
374(1)
Summary
374(2)
33 Reference texts: choosing texts and resources
376(22)
Introduction
376(1)
Features of reference texts
376(2)
Some criteria for choosing
378(1)
Dictionaries
378(6)
Thesauri
384(2)
Activities to support and encourage the use of dictionaries and thesauri
386(1)
Atlases and map books
386(3)
Encyclopaedias
389(5)
Study guides
394(1)
The importance of `wondering'
394(2)
Non-book print
396(1)
Summary
397(1)
34 Using the school and classroom libraries
398(7)
Introduction
398(1)
Using the classroom and school library
398(2)
Study and research skills
400(4)
Summary
404(1)
35 Conclusion to Part II
405(1)
Bibliography 406(12)
Useful information and websites 418(3)
Index 421
Margaret Mallett was born in Newcastle upon Tyne in 1941. She died in 2017, writing, reviewing and supporting the journal English 4-11 to the end. She was a Fellow of the English Association. After a number of years teaching in primary schools she studied at the London University Institute of Education and at Sussex University. She then spent two years on a SSRC research project, English in the Middle Years of Schooling, writing its published report. Thereafter she was a member of the Goldsmiths College Education Department for nearly thirty years. There her first concern was always for the students in her care but where she also spent much time thinking and writing about the importance of non-fiction learning in the early and primary years. In retirement she wrote two books which her former students had suggested would have helped them: this book and the Primary English Encyclopedia, now in its fifth edition.

Prue Goodwin is a freelance lecturer in literacy and childrens books. She has helped in the editing of this second edition of Choosing and Using Fiction and Non-Fiction 3-11.

David Mallet was Margarets husband for more than fifty years qualified as a Chartered Accountant in 1968 and, between working for two different banks, spent thirteen years at the Bank of England. His only published work, unsurprisingly, concerned bank accounting, auditing and regulation. However, much more pleasurably, he also read every word Margaret published. His role was to confirm inter alia, as a beginner in the field, that meaning was crisply conveyed, there was no ambiguity and assertions were evidence-based.