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|Teaching the Genres|
|Teaching with Folk Literature in the Primary Grades||p. 13|
|Every Story Has a Problem: How to Improve Student Narrative Writing in Grades K-3||p. 26|
|Poetry Power: First Graders Tackle Two-Worders||p. 45|
|Using Readers' Theater to Engage Young Readers||p. 57|
|Junior Journalists: Reading and Writing News in the Primary Grades||p. 71|
|Using Procedural Texts and Documents to Develop Functional Literacy in Students: The Key to Their Future in a World of Words||p. 84|
|Going Beyond Opinion: Teaching Primary Children to Write Persuasively||p. 97|
|Reading Biography: Evaluating Information across Texts||p. 108|
|Teaching Other Genres|
|Using Comic Literature with Elementary Students||p. 119|
|Using Primary-Source Documents and Digital Storytelling as a Catalyst for Writing Historical Fiction||p. 134|
|CD Jackets: Self-Expressing through Hip-Hop as Culturally Responsive Pedagogy||p. 149|
|Exploring High-Stakes Tests as a Genre||p. 162|
|Reading a Science Experiment: Deciphering the Language of Scientists||p. 174|
|Reading + Mathematics = Success: Using Literacy Strategies to Enhance Problem-Solving Skills||p. 183|
|Promoting Literacy through Visual Aids: Teaching Students to Read Graphs, Maps, Charts, and Tables||p. 198|
|Critically Reading Advertisements: Examining Visual Images and Persuasive Language||p. 209|
|Reading Web-Based Electronic Texts: Using Think-Alouds to Help Students Begin to Understand the Process||p. 221|
|Developing Critical Literacy: Comparatively Reading Multiple Text Sources in a Second-Grade Classroom||p. 234|
|Using Written Response for Reading Comprehension of Literary Text||p. 246|
|Crafting The Genre|
|Reading Persuasive Texts||p. 259|
|Writing a Biography: Creating Powerful Insights into History and Personal Lives||p. 274|
|Monumental Ideas for Teaching Report Writing through a Visit to Washington, DC||p. 284|
|Writing Summaries of Expository Text Using the Magnet Summary Strategy||p. 298|
|Conclusion: Looking Back, Looking Forward||p. 309|
|Table of Contents provided by Ingram. All Rights Reserved.|
Barbara Moss, PhD, is Professor of Education in the Department of Teacher Education at San Diego State University. She has taught English and language arts in elementary, middle, and high school settings, and has worked as a reading supervisor and coach. Her research focuses on issues related to the teaching of informational texts at the elementary and secondary levels. Dr. Moss has served in leadership roles in the International Reading Association and has published numerous journal articles, columns, book chapters, and books.
Diane Lapp, EdD, is Distinguished Professor of Education in the Department of Teacher Education at San Diego State University. She has taught elementary and middle school and currently works as an 11th- and 12th-grade English teacher. Her research and instruction focus on issues related to struggling readers and writers who live in economically deprived urban settings, and their families and teachers. Dr. Lapp has published numerous journal articles, columns, chapters, books, and children’s materials. She has received the International Reading Association’s Outstanding Teacher Educator of the Year award, among other honors, and is a member of both the California and the International Reading Halls of Fame.