Engaging Young Children with Informational Books
Publication Year: 2014
Subject: Early Childhood Literacy
Because nonfiction and young readers are a natural fit!
Common Core or not, providing our youngest readers with a thorough grounding in nonfiction is just good teaching. There's no better way to ensure our students acquire the background knowledge and vocabulary so essential to their understanding of subjects like science and social studies. Helen Patrick and Panayota Mantzicopoulos have written this book to assist you with this all-important effort.
What makes Engaging Young Children so unique? Above all else it's realistic. It describes immediately useable strategies for using informational reading and writing to both enrich and expand the curriculum. Taking their lead from the Common Core, the authors provide:
Criteria for choosing books; Strategies for shared reading and reading aloud; Informational writing activities; Ways to guide parent involvement; ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: English Language Arts in the Early Years of School: Priorities and Consequences
- Chapter 2: Do Young Children Find Informational Books Hard to Understand?
- Chapter 3: Are Young Children Really Interested in Informational Books?
- Chapter 4: What should I Consider when Selecting Informational Books?
- Chapter 5: How can I use Shared Informational Book Reading in my Classroom to Build Children's Reading Skills and Background Knowledge?
- Chapter 6: How can I Incorporate Writing with Informational Books?
- Chapter 7: How can Parents use Informational Books to Support Children's Learning?
Classroom Insights from Educational Psychology Series[Page ii]
A Developmental Approach to Educating Young Children
Denise H. Daniels and Patricia K. Clarkson
Transforming Teaching and Learning Through Data-Driven Decision Making
Ellen B. Mandinach and Sharnell S. Jackson
An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement
Heather A. Davis, Jessica J. Summers, and Lauren M. Miller
Engaging Young Children With Informational Books
Helen Patrick and Panayota Mantzicopoulos
Copyright © 2014 by Division 15 (Educational Psychology) of the APA
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
All trade names and trademarks recited, referenced, or reflected herein are the property of their respective owners who retain all rights thereto.
Printed in the United States of America.
A catalog record of this book is available from the Library of Congress.
A Joint Publication With APA Division 15: Educational Psychology
This book is printed on acid-free paper.
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Series Preface to Classroom Insights[Page vii]
Division 15, Educational Psychology, of the American Psychological Association and Corwin partnered to create the Classroom Insights from Educational Psychology series for teachers in an effort to reduce the widening gap between research and theory on learning, teaching, and classroom practice. Educational psychology is a discipline that seeks to understand the integration among human development and learning, classroom learning environments and instructional strategies, and student learning and assessment. In this way, the field of educational psychology is among the most relevant and applicable for teachers.
Although we have seen great advances in our understanding of student learning and instructional practices over the last decade, these advances are not highly visible in today's classrooms, preservice and graduate teacher education programs, or professional development for teachers. Consequently, classroom practice for the most part does not seem to be highly influenced by current research and theory in educational psychology. Yet there are international calls for “scientifically based practices,” “research-based methods,” or “evidence-based decisions” in our schools. As part of the solution to this problem, this series of short, easily accessible [Page viii]books for teachers is designed to synthesize in-depth, high-quality research to be used in a variety of educational settings, and it is endorsed by Division 15.
As the Classroom Insights series evolves from its first volumes under founding editor Dr. Barbara McCombs, we as editors continue to work with teachers and researchers to identify the topics that are most relevant to educators. We are guided by research that honors the highest quality learning environments with practices proven to support all students, help them succeed in their schooling, and sustain their love of learning. The goals of this series are threefold:
- To give practicing and preservice teachers access to current advances in research and theory on classroom teaching and learning in an easily understood and usable form
- To align educator preparation, graduate study, and professional development with current advances in research and theory, which have not been widely shared with teachers
- To highlight how the most effective teaching practices are based upon a substantial research base and created within classrooms, rather than applied in a “one-size-fits-all” or “silver-bullet” approach across classrooms
Classroom Insights provides a series of specialized books to inform teaching and learning in PK–12 classrooms by focusing on what is most important and relevant to today's teachers. In some volumes, the applications are limited to specific age levels or characteristics of students, while in most volumes the ideas can be broadly applied across PK–12 settings. Classroom strategies are integrated throughout every book, and each one includes a wide array of resources for teachers to use to study their practices and improve student achievement and classroom learning environments. Finally, many of these research-based applications will be new [Page ix]approaches and frameworks that have never been published in a series for teachers.
As series editors, our goal is to provide the most up-to-date professional series of teacher resources for connecting teachers with the highest quality and most relevant research in our field of educational psychology. We have planned for every page to provide useful insights for teachers into their current practices to transform classroom learning for their students, themselves, and their school communities.Elmhurst College, PhD ProfessorThe Ohio State University, PhD Professor [Page x]
We wish to thank the teachers, children, and parents who participated in our studies over the past several years. They taught us much about learning from informational texts.
Special thanks go to our editor, Deb Meyer. Her positivity, patience, and constructive comments were invaluable during the writing process.
Our deep appreciation goes to our families, who supported us throughout our research journeys.
We dedicate this book to our children: Simon, Ben, Dimitri, and Costa. Their questions about the world and their early interest in informational texts sparked our enthusiasm and involvement in this area of research.Publisher's Acknowledgments
Corwin gratefully acknowledges the contributions of the following reviewers:
NBCT and Secondary English Language Arts Specialist
Fayette County Public Schools
Title 1 Teacher
Palm Bay Academy Charter School
Palm Bay, FL[Page xii]
Robert E. Yager
Professor of Science Education
University of Iowa
Iowa City, IA
About the Authors
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