ERIC Number: ED468416
Record Type: RIE
Publication Date: 2002
From Literature to Literacy: Bridging Learning in the Library and the Primary Grade Classroom.
Moss, Joy F.; Fenster, Marilyn F.
This book is the product of a collaborative partnership between the two authors to develop a year-long literary/literacy program for first grade children based on bridging learning in the library and the classroom. Some of the objectives of the program described in the book are: to provide opportunities for children to experience personal enjoyment and growth through literature; to provide experiences in which children are challenged to engage in critical thinking; to expose children to diverse literary genres; and to provide opportunities for children to engage in independent reading. In order to realize these objectives, cumulative literary experiences were developed in the context of a series of thematic literary units, which served as the core of the program. After an introduction, chapters in the book are: (1) From Theory to Practice: Integrating Literary and Literacy Learning; (2) The Dog Tale Unit: A Shared Beginning; (3) The Dog Tale Unit: Exploring New Literary Paths; (4) The Dog Tale Unit: Introducing Nonfiction, Fiction, and Book Classification; (5) The Transformation Tale Unit: Introducing a Literary Motif; (6) The Transformation Tale Unit: Encountering Dynamic Characters; (7) From Reader Response to Collaborative Writing; and (8) Reflections from the Library and the Classroom. (Contains 182 references.) (PM)
Descriptors: Childrens Literature, Collaborative Writing, Critical Thinking, Grade 1, Independent Reading, Library Role, Library Services, Literacy, Literary Genres, Primary Education, Reading Instruction, Student Attitudes, Thematic Approach, Units of Study, Writing Instruction
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($22.95). Web site: http://www.reading.org.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: International Reading Association, Newark, DE.
Grant or Contract Numbers: N/A