Moss, Barbara, and Diane Lapp, eds. "Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms." (2009)

Even the youngest readers and writers in today's classrooms can benefit enormously from engagement with a wide range of traditional and nontraditional texts. This teacher-friendly handbook is packed with creative strategies for introducing K-3 students to fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal texts; hip-hop; advertisements; math problems; and many other types of texts. Prominent authorities explain the research base underlying the book's 23 complete lessons and provide practical activities and assessments for promoting decoding, fluency, comprehension, and other key literacy skills. Snapshots of diverse classrooms bring the material to life; helpful reproducibles are included. This book contains the following chapters: (1) Introduction (Barbara Moss and Diane Lapp); (2) Teaching with Folk Literature in the Primary Grades (Terrell A. Young, Barbara A. Ward, and L. Beth Cameron); (3) Every Story Has a Problem: How to Improve Student Narrative Writing in Grades K-3 (Sue Dymock and Tom Nicholson); (4) Poetry Power: First-Graders Tackle Two-Worders (Claudia Dybdahl and Tammy Black); (5) Using Readers' Theater to Engage Young Readers (Regina M. Rees); (6) Junior Journalists: Reading and Writing News in the Primary Grades (Nancy Frey and Douglas Fisher); (7) Using Procedural Texts and Documents to Develop Functional Literacy in Students: The Key to Their Future in a World of Words (Martha D. Collins and Amy B. Horton); (8) Going Beyond Opinion: Teaching Primary Children to Write Persuasively (Dana L. Grisham, Cheryl Wozniak, and Thomas DeVere Wolsey); (9) Reading Biography: Evaluating Information across Texts (Barbara Moss and Diane Lapp); (10) Using Comic Literature with Elementary Students (Chris Wilson); (11) Using Primary-Source Documents and Digital Storytelling as a Catalyst for Writing Historical Fiction (Carol J. Fuhler); (12) Self-Expressing through Hip-Hop as Culturally Responsive Pedagogy (Nadjwa E. L. Norton); (13) Exploring High-Stakes Tests as a Genre (Charles Fuhrken and Nancy Roser); (14) Reading a Science Experiment: Deciphering the Language of Scientists (Maria Grant); (15) Reading + Mathematics = SUCCESS: Using Literacy Strategies to Enhance Problem-Solving Skills (Mary Lou DiPillo); (16) Promoting Literacy through Visual Aids: Teaching Students to Read Graphs, Maps, Charts, and Tables (Paola Pilonieta, Karen Wood, and D. Bruce Taylor); (17) Critically Reading Advertisements: Examining Visual Images and Persuasive Language (Lori Czop Assaf and Alina Adonyi); (18) Reading Web-Based Electronic Texts: Using Think-Alouds to Help Students Begin to Understand the Process (Christine A. McKeon); (19) Comparatively Reading Multiple Sources: Developing Critical Literacy in a Second-Grade Classroom (Jesse Gainer); (20) Using Written Response for Reading Comprehension of Literary Text (Ruth Oswald, Evangeline Newton, and Joanna Newton); (21) Reading Persuasive Texts (Thomas DeVere Wolsey, Cheryl Pham, and Dana L. Grisham); (22) Writing a Biography: Creating Powerful Insights into History and Personal Lives (Dorothy Leal); (23) Monumental Ideas for Teaching Report Writing through a Visit to Washington, DC (Susan K. Leone); (24) Writing Summaries of Expository Text Using the Magnet Summary Strategy (Laurie Elish-Piper and Susan R. Hinrichs); and (25) Conclusion: Looking Back, Looking Forward (Diane Lapp and Barbara Moss). http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/moss3.htm&print=1&cart_id=797435.1612