Teaching Children\u27s Literature in an Era of Standards

Teaching Children’s Literature in an Era of Standards presents a realistic, positive, and proactive approach to using the Common Core State Standards (CCSS) and 21st Century Learning Standards as the basis for teaching children’s literature in kindergarten through eighth grade, addressing the caveats and issues involved in implementing the standards. This new text encourages teachers to value children’s books for both enjoyment and learning, suggests teaching strategies matched to the specific grade levels and skills defined by the CCSS, and provides examples of excellent children’s books as resources. Suggestions and advice for integrating new technologies into children’s literature instruction are emphasized in conjunction with traditional teaching methods. Topics include responses to literature, teaching strategies for the focused use of children’s books, supporting literacy development, fostering a love of reading, and chapters devoted to the major forms and genres of children’s literature: picture books, poetry, traditional literature, fantasy and science fiction, contemporary realistic fiction, historical fiction, and nonfiction.https://digitalcommons.library.umaine.edu/fac_monographs/1251/thumbnail.jp

Teaching Children\u27s Literature in an Era of Standards

Teaching Children\u27s Literature in an Era of Standards presents a realistic, positive, and proactive approach to using the Common Core State Standards (CCSS) and 21st Century Learning Standards as the basis for teaching children\u27s literature in kindergarten through eighth grade, addressing the caveats and issues involved in implementing the standards. This new text encourages teachers to value children\u27s books for both enjoyment and learning, suggests teaching strategies matched to the specific grade levels and skills defined by the CCSS, and provides examples of excellent children\u27s books as resources. Suggestions and advice for integrating new technologies into children\u27s literature instruction are emphasized in conjunction with traditional teaching methods. Topics include responses to literature, teaching strategies for the focused use of children\u27s books, supporting literacy development, fostering a love of reading, and chapters devoted to the major forms and genres of children\u27s literature: picture books, poetry, traditional literature, fantasy and science fiction, contemporary realistic fiction, historical fiction, and nonfiction.https://digitalcommons.owu.edu/educ_books/1000/thumbnail.jp

Living Literature: Using Children\u27s Literature to Support Reading and Language Arts

This is the ideal book to help prospective teachers improve children\u27s reading and language arts skills and instill in them a genuine and lasting love of reading. The book demonstrates numerous ways to integrate literature into the daily fabric of classroom life. Following a solid grounding in the basics every reading teacher needs, individual chapters explore genres of children\u27s literature and teaching strategies specific to each genre. Then, the authors examine currently accepted effective practices for engaging young readers in hands-on reading in a way that fosters a love of literature that will last a lifetime. Early childhood and elementary education literature and language arts teachers.https://digitalcommons.library.umaine.edu/fac_monographs/1098/thumbnail.jp

You use! I use! We use! Questioning the orthodoxy of 1:1 computing in primary schools

The current orthodoxy regarding computer use in schools appears to be that 1:1 computing, i.e. each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes including individualised learning, collaborative environments or constructivist pedagogies. This article challenges this notion suggesting instead that 1:2 computing is an appropriate means of achieving such aims in Primary School. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity and individualised learning. This article draws on data collected during the 2009 school year from four, Year 7 Classrooms (11-13 year old students) who had varied patterns of access to netbook computers. Detailed information was collected from two pieces of software installed in each computer. Data were analysed through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders make informed decisions regarding 1:1 and 1:2 computing