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Readers and Writers in Primary Grades: A Balanced and Integrated Approach, K-3,9780131184862
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Readers and Writers in Primary Grades: A Balanced and Integrated Approach, K-3

by
Edition:
4th
ISBN13:

9780131184862

ISBN10:
0131184865
Format:
Paperback
Pub. Date:
1/1/2010
Publisher(s):
Prentice Hall
List Price: $112.60
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Summary

Readers and Writers in Primary Grades is organized around strategies that benefit elementary school teachers in their efforts to be responsive to the developmental literacy needs of young children. Integrating theory and practice, these strategies offer a balanced look at appropriate literacy activities for K-3 classrooms. Chapter topics include reading aloud to children, shared reading, shared and interactive writing, guided and independent reading, guided and independent writing, literature study, developing phonological awareness and a strong phonics base, integrating phonics and structure, and linking children's learning experiences with a balanced literacy program.

Table of Contents

Part I Literacy Methods for K--4 Classrooms
1(394)
Foundations of Language and Literacy
2(22)
Looking into Classrooms. . .
3(1)
Building a Theory Base . . .
4(1)
Literacy Issues in the 21st Century
4(3)
Defining Literacy
4(1)
Current Achievement Levels in Reading and Writing
5(1)
Concerns about Literacy Instruction
5(2)
Who Are Today's Students?
7(1)
Principles to Guide Teaching and Learning
8(1)
Principle 1: Language and Literacy Development
9(5)
Language and Literacy in Preschool Years
10(3)
Language and Literacy in the Primary Grades, K--4
13(1)
Principle 1: Learning English as a New Language
14(1)
Preproduction Stage
14(1)
Early Production Stage
14(1)
Speech Emergence Stage
14(1)
Intermediate Fluency
15(1)
Advanced Fluency
15(1)
Principle 2: Teaching-Learning Relationships
15(2)
Learning in the Zone of Proximal Development
16(1)
Scaffolding Children's Learning
16(1)
Guidance toward Self-Regulated Behaviors
16(1)
Principle 3: Meaningful Learning Environments
17(1)
Encouraging Independence
17(1)
Respecting and Valuing Individuals
17(1)
A Framework for Literacy Teaching and Learning
18(6)
Components of the Framework
18(1)
Instructional Strategies in the Framework
19(5)
Learning about Words I: Making the Transition to Print
24(50)
Looking into Classrooms...
25(1)
Building a Theory Base...
26(1)
An Overview of the Emergent Stage
26(2)
Developing a Schema for Words and Print
28(1)
Concepts about Print
29(3)
Permanence of Print
30(1)
Directionality of Print
30(1)
Language to Talk about Print
31(1)
Principles of Written Language
32(2)
Recurring Principle
32(1)
Generative Principle
33(1)
Sign Concept
33(1)
Flexibility Principle
33(1)
Directionality
34(1)
Foundations for Decoding Print
34(4)
High-Frequency Sight Words
34(2)
Context
36(1)
Phonics and Morphemic Analysis
37(1)
Decoding in the Emergent Stage
38(5)
Rhyming
39(1)
Syllable Units
40(1)
Onset and Rime
41(1)
Phonemes
42(1)
Recognizing Letters of the Alphabet
43(2)
Letter Names
43(1)
Letter Shapes
44(1)
Connecting Letters to Sounds
45(2)
Writing Alphabet Letters
47(1)
Putting Theory into Practice...
48(1)
Using Music to Focus on Sounds
49(4)
Rhyming
49(1)
Blending Syllables
50(1)
Blending Phonemes
50(1)
Splitting Syllables
51(1)
Onset and Rime
51(1)
Matching Phonemes
52(1)
Changing Phonemes
52(1)
Games
53(1)
Sorting Activities
53(5)
Sorting Phonemes
53(3)
Sorting by Letters
56(2)
Using Sound Boxes
58(2)
Say-It-and-Move-It
58(1)
Say-It-and-Write-It
59(1)
Using Environmental Print to Focus on Letters and Sounds
60(1)
Environmental Print Books
60(1)
Environmental Word Wall
60(1)
Using Children's Literature to Focus on Sounds and Letters
61(3)
Alphabet Books
61(1)
Feed the Hungry Thing
62(2)
Assessment: Monitoring Early Concepts of Sounds and Letters
64(6)
Phonological Skills
64(1)
Alphabet Recognition
65(1)
Letter-Sound Relationships
66(1)
Concepts about Print (CAP)
67(3)
Keeping Records of Children's Development
70(1)
Respecting Diversity in Development of Word Knowledge
70(4)
Experience Sets Children Apart
73(1)
Language of Instruction
73(1)
Learning about Words II: Phonics and Morphemic Analysis
74(54)
Looking into Classrooms...
75(1)
Building a Theory Base...
76(1)
Who Are the Developing Readers and Writers?
76(1)
Who Are the Transitional Readers and Writers?
77(1)
The Importance of Learning about Words
77(1)
How Do Children Learn about Words?
78(1)
Phonics in the Developing and Transitional Stages
79(3)
Consonants
79(1)
Vowels
80(2)
What Do Children Need to Learn about Phonics?
82(1)
What Are Morphemes?
83(4)
Free and Bound Morphemes
85(1)
Base Words and Roots
85(1)
Affixes
86(1)
What Do Children Need to Learn about Morphemes?
87(1)
Instruction in the Developing and Transitional Stages
88(3)
Instruction in the Developing Stage (Early/Mid-First-Grade to Early-Third-Grade Reading Level)
89(1)
Instruction in the Transitional Stage (Third-through Sixth-Grade Reading Level)
89(2)
Guiding Principles for Instruction
91(3)
Systematic Instruction
92(1)
Explicit Instruction
92(1)
Embedded Instruction
93(1)
Putting Theory into Practice...
94(1)
Building Words---A Whole-Class Approach to Word Study
94(7)
Selecting a Focus for Building Words
95(1)
Preparing Materials
95(1)
Basic Procedures for Building Words
96(1)
Building Phonetic Words
97(1)
Building Morphemic Words
98(3)
Sorting Words---A Small-Group Approach to Word Study
101(4)
Guiding Small-Group Word Study
103(1)
Forming Developmental Groups for Word Study
104(1)
Selecting Words for Study
105(1)
Words Have Multiple Possibilities
105(1)
Patterns Have Levels of Complexity
106(1)
Types of Sorts
106(2)
Using a Word Study Notebook
108(4)
Assessment: Monitoring Growth in Word Knowledge
112(3)
Assessing Word Knowledge in Reading
115(1)
Miscues in Oral Reading
115(1)
High-Frequency Sight Words
115(1)
Phoneme and Word Recognition
116(1)
Assessing Word Knowledge in Writing
116(6)
Unfocused Writing Sample
116(2)
Focused Writing Sample
118(4)
Keeping Records of Word Knowledge Development
122(1)
Respecting Diversity in Learning Words
122(6)
Reading Aloud to Children: Foundations for Comprehension of Text
128(48)
Looking into Classrooms...
129(1)
Building a Theory Base...
130(1)
Why Read and Study Quality Literature?
131(1)
Literature Comes in a Variety of Genres
131(2)
Multicultural Literature
132(1)
Comprehension of Text---Learning to Think Like a Reader
133(1)
A Reader's Intentions
133(1)
An Author's Intentions
134(1)
Comprehension of Text---Ways of Thinking about Written Language
134(3)
Literal Comprehension---Text-Explicit Thinking
134(1)
Inferential Comprehension---Text-Implicit Thinking
134(1)
Personal and/or Critical Comprehension---Scriptal Thinking about Text
135(1)
Assessing Children's Comprehension of Text
136(1)
Putting Theory into Practice...
137(1)
Reading to/with Children---An Invitation into Literature
138(2)
Create a Comfortable Environment
138(1)
Expose Children to New Literature
138(1)
Provide Time to Revisit Old Favorites
139(1)
Encourage Responses to Literature
139(1)
Help Children Interpret and Appreciate Literature
140(1)
Guiding Children's Comprehension of Text
140(2)
Comprehension of Narrative and Expository Texts
142(2)
Guiding Comprehension of Narrative Text---A Chair for My Mother by Vera B. Williams
144(4)
Guiding Comprehension of Expository Text---Trains by Gail Gibbons
148(5)
Sample Mediated Read-Aloud with Expository Text---Trains by Gail Gibbons
149(4)
Extending Comprehension of Text---Rereading and Revisiting Texts
153(2)
Developing Vocabulary and Book Language
154(1)
Enhancing Understanding and Appreciation of Text
154(1)
Building Comprehension through Retelling
155(3)
Retelling with Text Illustrations
155(1)
Retelling with a Story Map
156(1)
Retelling with Drawings
156(1)
Retelling with a Flannel Board
157(1)
Retelling through Writing
157(1)
Retelling through Drama
158(1)
Building Comprehension through Response
158(4)
Response in Journals
159(1)
Response with Chants and Rhythms
160(1)
Response with Creative Movement
161(1)
Response with Art
161(1)
Read-Aloud Literature Study
162(2)
Focusing Literature Study
163(1)
Read-Aloud Literature Study---Picture Books
164(2)
Read-Aloud Literature Study---Chapter Book
166(5)
Chocolate Fever by Robert Kimmel Smith
166(3)
Developing Discussion Skills
169(2)
Assessment: Monitoring Comprehension during Read-Aloud
171(1)
Respecting Diversity during Read-Aloud
171(5)
Shared Reading: Participating in a Community of Readers
176(40)
Looking into Classrooms...
177(1)
Building a Theory Base...
178(1)
Texts for Shared Reading
179(6)
Big Books
179(1)
Enlarge a Book Using an Overhead Projector
179(1)
Charts: Songs, Poems, Chants, Letters, and Recipes
180(2)
Shared Writing or Language Experience Charts
182(1)
Using a Pocket Chart
183(1)
Scripts for Reader's Theater
183(1)
Multiple Copies of a Text
184(1)
Criteria for Selecting Quality Texts
185(4)
Quality of Illustrations
185(1)
Size and Amount of Print
185(1)
Structure or Predictability of Text
186(1)
Shared Rereading
187(2)
Why Do Shared Reading?
189(2)
Confidence and a Sense of Control
189(1)
Concepts about Print
189(1)
Decoding Skills
190(1)
Developing Vocabulary
190(1)
Comprehension of Text
190(1)
Fluency
190(1)
Putting Theory into Practice...
191(1)
Planning Shared Reading Experiences
191(2)
Clear Goals/Purpose(s) for Instruction
191(1)
Analyzing the Demands of Text
192(1)
Observing What Children Know
192(1)
Organizing Shared Reading Experiences
193(1)
First Shared Reading
193(1)
Shared Rereadings
194(1)
Sample Shared Reading: Big Book
194(3)
Sample Shared Reading: Experience Chart
197(4)
Extending Shared Reading Experiences
201(3)
Retelling and Responding to a Shared Reading
202(1)
Using Enlarged Text to Create Wall Stories
202(1)
Creating Floor Puzzles
203(1)
Preparing for Reader's Theater
203(1)
Shared Reading of Challenging Text
204(2)
Developing Word Knowledge through Shared Reading
206(3)
Concepts about Print
206(1)
High-Frequency Sight Words
207(1)
Using Context Clues
207(2)
Decoding Words
209(1)
Integrating Writing with Shared Reading
209(2)
Assessment: Monitoring Development in Shared Reading
211(2)
Concept of Word (COW)
211(2)
Respecting Diversity through Shared Reading
213(3)
Safety and Support of a Group
214(1)
Support through Modeling and Guided Participation
214(1)
Language Support through Predictability
214(1)
Extending Learning through Sheltered Text
214(2)
Guided Reading: Scaffolding Children's Reading
216(50)
Looking into Classrooms...
217(1)
Building a Theory Base...
218(1)
What Is Guided Reading?
218(1)
Matching Children and Texts
219(3)
Reading Potential
220(1)
Frustration Level
220(1)
Instructional Level
220(1)
Independent Level
221(1)
Comparing Levels of Text
221(1)
Stages of Development and Levels of Difficulty
221(1)
Selecting Appropriate Texts
222(3)
Length of the Text
223(1)
Size of the Print and Layout on the Page
223(1)
Illustration Support
223(1)
Genre and Text Structure
223(1)
Language Structures and Concepts
224(1)
Predictability and Pattern
224(1)
Linking Learning Experiences
224(1)
The Need for Flexible Grouping
225(1)
Developing Strategies for Self-Monitoring
226(2)
Meaning Cues
226(1)
Language Cues
226(1)
Visual Cues
226(1)
Becoming a Strategic Reader
227(1)
Putting Theory into Practice...
228(1)
Planning for Guided Reading
228(3)
Setting Up Flexible Groups
228(1)
Selecting Texts for Guided Reading
229(1)
Guiding the Reading of a Text
230(1)
Engaging Children in Guided Reading Experiences
231(8)
Guided Reading of More Challenging Text
235(4)
Selecting Teaching Points for Guided Reading
239(1)
Guided Literature Study in Small Groups
240(9)
Guided Literature Study: Picture Books
241(2)
Guided Literature Study: Chapter Books
243(3)
Organizing for Guided Chapter Book Study
246(3)
Teaching Skills/Strategies through Mini-Lessons
249(1)
Assessment: Monitoring Growth in Guided Reading
250(13)
Scripted Reading Record
253(4)
Unscripted Reading Record
257(4)
Assessing Fluency
261(2)
Keeping Accurate Records
263(1)
Respecting Diversity through Guided Reading
263(3)
Children Vary in Their Reading Interests
263(1)
Children Vary in Reading Ability
263(1)
Text Can Influence Comprehension
263(3)
Independent Reading and Reader's Workshop: Encouraging Independence
266(26)
Looking into Classrooms...
267(1)
Building a Theory Base...
268(1)
What Is Independent Reading?
268(1)
What Is Reader's Workshop?
269(2)
Time
270(1)
Choice
270(1)
Response
270(1)
Community
270(1)
Structure
271(1)
Moving toward Independence
271(1)
Putting Theory into Practice...
272(1)
Promote a Reading Atmosphere
272(4)
Book Boxes or Tubs
273(1)
Teach Children How to Select Books
273(1)
Ensure Adequate Reading Time
274(2)
Plan for Independent Reading
276(2)
Make a Predictable Time to Read
276(1)
Meet the Range of Reading Levels and Interests
276(1)
Build an Inviting Classroom Library
276(1)
Observe Children's Progress
277(1)
Reader's Workshop: Independent Reading as the Centerpiece
278(6)
Help Children Select Literature
278(1)
Promote Silent Reading
279(1)
Conference with Children
280(1)
What Happens in a Conference?
280(4)
Instruction In Reader's Workshop
284(2)
Mini-Lessons
284(1)
Flexible Groups
285(1)
Extending Engagement with Books in Reader's Workshop
286(2)
Using Literature Response Logs
286(2)
Independent Book Extensions
288(1)
Assessment: Monitoring Children's Growth in Independent Reading
288(2)
Reading Records
288(1)
Focus Students
289(1)
Conferences
289(1)
Samples of Student Work
289(1)
Respecting Diversity during Independent Reading and Reader's Workshop
290(2)
Pursuing Personal Reading Interests
290(1)
Learning about Oneself as a Reader
290(1)
The Continuing Need for Self-Monitoring
290(1)
The Need to Be a Kid-Watcher
290(2)
Shared and Interactive Writing: Participating in a Community of Writers
292(42)
Looking into Classrooms...
293(1)
Building a Theory Base...
294(1)
What Is Shared Writing?
295(2)
When Does Shared Writing Become Interactive Writing?
297(2)
Why Use Shared/Interactive Writing?
299(1)
Thinking about Written Language
300(2)
Retaining Experience
300(1)
Re-Collecting Experience
300(1)
Re-Creating Experience
301(1)
Re-Constructing Experience
301(1)
Re-Presenting Experience
302(1)
How Is Writing Used in Classrooms?
302(2)
Writing as a Code
303(1)
Writing as a Medium
303(1)
Writing as a Product
303(1)
Writing as an Active Process
303(1)
The Value of Functional Writing
304(4)
Lists
305(1)
Ordered Lists
305(1)
Descriptions
305(1)
Clusters
306(1)
Annotated Drawings
307(1)
Charts
307(1)
Graphs
308(1)
Explanations
308(1)
Putting Theory into Practice...
308(1)
Possibilities for Shared and Interactive Writing
309(4)
Composing as Expressions of Learning
309(1)
Composing as Organization of Thinking
310(3)
Grouping for Shared and Interactive Writing
313(1)
Procedures for Shared/Interactive Writing
314(3)
Meaningful Shared Experiences
315(1)
Talking about Experiences and Ideas
315(1)
Shared Composition and Modeled/Interactive Writing
315(1)
Shared Reading, Discussion, and Rereading of Text
316(1)
Extending Interaction with Text
316(1)
Exploring Composition Processes
317(2)
Exploring Various Forms of Writing
319(1)
Extending Interaction with Shared/Interactive Compositions
320(4)
Building Background before Reading
321(1)
Making Predictions before Reading
321(1)
Responding to the Text
321(1)
Retelling the Text
321(1)
Innovating with the Text
321(1)
Group Literature Log
322(1)
Mini-Lessons
322(1)
Making Strategy Use Explicit
322(1)
K-W-L Charts
322(1)
Adapting Difficult Informational Texts
323(1)
Developing Labeled Drawings
323(1)
Extending Interactions with the Original Text
324(2)
Editing Text
324(1)
Concept of Word in Print
324(1)
Guided Rereading
324(1)
Use Context, Written Cloze
325(1)
Reinforcing Sight Words
325(1)
Reinforcing Alphabet Recognition
325(1)
Reinforcing Phonics Patterns
326(1)
Reinforcing Morphemic Patterns
326(1)
Extending Interactions with Duplicated Text
326(4)
Rereading Text
327(1)
Reconstructing Text
327(1)
Class-made Big Book
327(1)
Individual Books
327(1)
Sentence Building
327(1)
Word Building
328(1)
Word Sorts
328(1)
Word Bank Books
328(1)
Magic Window Words
329(1)
Word Hunts
329(1)
Word Posters
329(1)
Picture Dictionary
329(1)
Word Wall
329(1)
Games
329(1)
Art
330(1)
Assessment: Monitoring Children's Development in Shared/Interactive Writing
330(1)
Respecting Diversity with Shared/Interactive Writing
331(3)
Respecting the Language of the Learner
331(2)
Respecting Special Learning Needs
333(1)
Respecting the Thinking of the Learner
333(1)
Respecting Experiential Background
333(1)
Guided and Independent Writing
334(61)
Looking into Classrooms...
335(2)
Building a Theory Base...
337(1)
Writing---Guiding Children's Journey in Thinking
337(4)
Getting Started
338(1)
Finding a Focus
338(1)
Composing
338(1)
Editing for Meaning and Correctness
339(2)
Re-Presenting the Writing
341(1)
Moving toward Independence as Writers
341(2)
Putting Theory into Practice...
343(7)
Getting Started in Writer's Workshop---A Visit to Peggy's Classroom
343(7)
Organizing a Writer's Workshop
350(1)
Whole-Class Opening Meeting
351(5)
Demonstrations of Writing: Mini-Lessons
351(3)
Demonstrations of Writing: Shared/Interactive Writing
354(1)
Making Plans for the Day
355(1)
Writing Time
356(3)
Individual Writing
356(1)
Writing Conferences
356(2)
Response Partners/Groups
358(1)
Editing Partners/Groups
359(1)
Whole-Class Closing Meeting
359(2)
The Author's Chair
360(1)
Closure for the Day
360(1)
Moving toward Independence as Writers
361(5)
Trying out a Variety of Journals
361(4)
Learning Logs
365(1)
Trying on Different Forms of Writing
366(14)
Extending Personal Narratives
366(2)
Experimenting with Fiction
368(3)
Exploring Poetry
371(4)
Exploring Informational Writing
375(5)
Independent Writing in Activity Centers
380(1)
Extending Writing through Bookmaking
381(2)
Accordion Books
381(1)
Fan-Page Books
381(2)
Pocket Books
383(1)
Pop-up Books
383(1)
Sequence Books
383(1)
Shape Books
383(1)
Helping Children Develop Legible Handwriting
383(2)
Assessment: Monitoring Children's Development as Writers
385(7)
Observing Writers at Work
385(1)
Evaluating Writing Traits
386(2)
Conferencing with Writers
388(1)
Collecting Samples of Writing
389(3)
Respecting Diversity in Writing Development
392(3)
Honoring Children's Thinking
393(1)
Supporting Independence
393(2)
Part II Making Connections: Linking Children's Learning Experiences within a Balanced Literacy Program
395(90)
Teaching a Basal Reading/Language Arts Series: Integrating Instruction to Maximize Children's Learning
396(32)
Looking into Classrooms...
397(1)
Building a Theory Base...
398(1)
What Is a Basal Reading/Language Arts Series?
398(3)
A Little History
398(2)
A Call for Change
400(1)
Teacher Decision Making and the Basal Series
401(1)
Putting Theory into Practice...
401(1)
What Is in a Basal Reading/Language Arts Series?
402(1)
How Is a Theme Organized in a Basal Series?
403(1)
What Is Included with Each Literature Selection?
404(4)
Practice and Resource Materials
405(1)
Lesson Planner
405(1)
Cross-Curricular Centers
406(2)
Teaching a Basal Literature Selection
408(1)
Whole Group: Oral Language and Word Work (40 to 60 Minutes)
409(2)
Small-Group/Independent Work: Reading (60 to 90 Minutes)
411(5)
Whole Group: Language Arts (30 to 45 Minutes)
416(6)
Assessment: Monitoring Children's Progress in a Basal Series
422(2)
Respecting Diversity in Basal Instruction
424(4)
Integrating Elements in a Literacy Framework: Teaching about Amphibians in Second Grade
428(57)
Looking into Classrooms...
429(1)
Putting Theory into Practice...
430(1)
Setting the Stage
430(1)
Meet the Teachers
430(1)
Getting Started with Planning
431(1)
Academic Standards in Language Arts
431(1)
Academic Standards in Science
432(1)
Making Instructional Decisions
432(6)
Shared Reading---Poem of the Week (15--20 Minutes)
433(1)
Mediated Read-Aloud (20 Minutes, Twice Each Day)
434(1)
Guided Literature Study (20 Minutes)
434(1)
Shared/Interactive Writing (15-20 Minutes)
434(1)
Guided Writing (30-40 Minutes)
435(1)
Word Study (15--20 Minutes)
435(1)
Guided Reading Block (60--90 Minutes)
435(1)
Independent Reading (15--20 Minutes)
436(2)
Independent Writing (Time Varies)
438(1)
Planning Key Features of the Unit
438(1)
Putting the Pieces Together
438(4)
Lesson Plans for Week 1---Introduction to Amphibians
442(9)
Poem of the Week---``Frogs and Toads''
442(1)
Morning Mediated Read-Aloud (Informational Text)
443(1)
Interactive Writing---T-Chart of Facts
443(1)
Shared Writing---Narrated Drawing
443(2)
Shared Writing---Compare/Contrast Chart
445(1)
Interactive Writing---Summarize Differences
445(1)
Guided Writing---Learning Logs
446(1)
Word Study
446(3)
Guided Reading Block
449(2)
Afternoon Mediated Read-Aloud (Fiction)
451(1)
Lesson Plans for Week 2---Salamanders and Amphibian Life Cycles
451(13)
Poem of the Week---``Salamanders, Salamanders''
451(1)
Morning Mediated Read-Aloud (Informational Text)
451(3)
Interactive Writing---Salamander Characteristics and Life Cycle
454(2)
Interactive Writing---Summarize Amphibian Characteristics and Life Cycles
456(1)
Guided Writing---Learning Logs
456(3)
Word Study
459(2)
Guided Reading Block
461(1)
Afternoon Mediated Read-Aloud (Fiction)
461(3)
Lesson Plans for Week 3---Frog and Toad Are Friends and Group Reports
464(9)
Poem of the Week---``Tadpoles, Tadpoles''
464(1)
Guided Literature Study---Frog and Toad Are Friends
464(1)
Interactive Writing---Character T-Chart
465(1)
Shared Writing---Response to Frog and Toad's Friendship
466(1)
Guided Writing---Group Reports
466(1)
Word Study
467(5)
Afternoon Mediated Read-Aloud (Informational Text)
472(1)
Lesson Plans for Week 4---Versions of The Frog Prince
473(7)
Poem of the Week---``Five Little Bumpy Toads''
473(1)
Guided Literature Study---Versions of The Frog Prince
474(1)
Shared Writing---Story Elements Chart
474(1)
Shared Writing---Venn Diagram
475(1)
Shared Writing---Summarize Comparison
475(1)
Guided Writing---Literature Logs
475(3)
Word Study
478(1)
Guided Reading Block
479(1)
Afternoon Mediated Read-Aloud (Fiction)
479(1)
Assessment: Monitoring Children's Learning in a Thematic Unit
480(5)
Documenting Student Learning
480(5)
Appendix A Handbook of Children's Literature 485(21)
Appendix B Sample Word Lists and Word Sorts 506(14)
Appendix C Pictures for Sorting Activities 520(31)
References 551(8)
Name Index 559(4)
Subject Index 563


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