Discover the potential of children's literature as a tool to teach critical literacy in K-6 classrooms. This book tells the story of eight teachers who work in a variety of schools serving diverse populations. These educators used critical literacy discourse to frame classroom conversations about children's literature, prompting students to critically examine the meaning of the texts they read. By putting this critical edge on children's talk about books, the teachers enabled students to examine and act on social issues that emerged from their conversations. The book shows critical literacy in action through many classroom vignettes and offers a variety of other resources that are the hallmarks of the Kids InSight series, including Reflection Points, examples of students' work, annotated booklists, and information boxes.
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Michael R. Muise is an assistant professor at Wayne State University, Detroit, Michigan, US.
Michael R. Muise is an assistant professor at Wayne State University, Detroit, Michigan, USA. Susan C. Adamson is the program director at Indiana Partnership for Young Writers, Indianapolis, Indiana, USA. Lee Heffernan is a doctoral candidate at Indiana University, Bloomington, Indiana, USA. David Chiola-Nakai is a teacher librarian for the Dufferin-Peel Catholic District School Board in Mississauga, Ontario, Canada. Janice Shear is an elementary school teacher in Mississaugu, Ontario, Canada. I really enjoyed this book and I highly recommend this book to everyone who wants to help children to read.
Vasquez, Vivian Maria. directions and curricular possibilities for doing "important work" - Appendix A. Books written for young people by young people - Appendix B. Annotated bibliography of books that explore social issues, compiled by Lee Heffernan - Appendix C. Annotated bibliography of books that depict social action - Appendix D. Annotated bibliography of books for creating space to talk about issues.
Bibliographic Details. Title: Getting Beyond I Like the Book: Creating. Publisher: International Reading Association. Publication Date: 2003. Standard shipping can on occasion take up to 30 days for delivery. List this Seller's Books. Payment Methods accepted by seller.
Authors and affiliations. Getting beyond I like the book: Creating spaces for critical literacy in K-6 Settings. Creating spaces for critical literacy with young children: Using everyday issues and everyday text. Newark, DE: International Reading Association. Literacy moves on. (pp. 78–97).
Getting beyond I like the book: Creating spaces for critical literacy in K-6 classrooms. Vivian Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year.
Discover the potential of children's literature as a tool to teach critical literacy in K-6 classrooms. Creating Space for Critical Literacy in K-6 Classrooms.
by Vivian Maria Vasquez. Getting Beyond I Like the Book : Creating Space for Critical Literacy in K-6 Classrooms. by Vivian Maria Vasquez.
This book explores the ways in which teachers can use critical literacy as a framework for teaching and learning. Each chapter in the book focuses on how the authors used children's literature in combination with other texts to introduce critical conversations and construct social action projects in their classrooms
Find nearly any book by David Chiola-Nakai .
Find nearly any book by David Chiola-Nakai. Get the best deal by comparing prices from over 100,000 booksellers. by Vivian Maria Vasquez, Michael R. Muise, Susan C. Adamson, Lee Heffernan, David Chiola-Nakai. ISBN 9780872075122 (978-0-87207-512-2) Softcover, International Reading Association, 2003.
Vivian Maria Vasquez, Vivian Vasquez. Reading opens young minds to new ideas and sparks their imaginations. Without some guidance in the classroom, though, a love of reading may not lead to improved critical thinking
Vivian Maria Vasquez, Vivian Vasquez. Without some guidance in the classroom, though, a love of reading may not lead to improved critical thinking. This book presents arguments for using a variety of classroom reading assignments, followed by guided discussion, to help students from kindergarten through sixth grade develop more social awareness. Each chapter identifies activities and questions that will stimulate discussions based on a number of different kinds of readings.