Table of Contents
Preface. Why Latino Literature?
Genesis of this Text.
Using this Text.
ACKNOWLEDGEMENTS.
I. A MAGICAL ENCOUNTER: CHILDREN AND BOOKS.
1. Language Arts and Children's Literature.
2. Transformative Education and Children's Literature.
3. The Creative Reading Process.
4. The “One Thousand Books Classroom.”
5. The Transformative Language Arts Classroom.
II. WORDS OF JADE AND CORAL: LATINO LITERATURE FOR CHILDREN AND ADOLESCENTS.
6. Latinos and Latinas.
7. A Latino Literature for Children and Adolescents.
8. Non-Latino Authors Writing About Latinos.
9. A Panoramic Historical View.
“La Edad de Oro” .
After “La Edad de Oro” .
Emerging Recognition of Latino Children's Literature.
Literature in Spanish for Children and Adolescents in the United States: The 1970s and 1980s.
The “Little Boom” of the 1990s.
10. Genres and Themes.
Preserving and Continuing Traditions.
Telling Our Stories: Autobiographical Writing.
11. Telling Original Stories of People Like Us.
Acknowledging Social Issues Concerning Latinos.
Love of Family: The Important Role of Grandparents.
Celebrating and Transmitting the Richness of the Culture.
Giving Free Rein to Fantasy.
12. Latino and Latina Folksingers and Songwriters.
13. Latino and Latina Illustrators.
III. ONCE UPON AWORLD: THE DIVERSITY OF LITERATURE.
14. Oral Traditional Folklore.
Proverbs and Sayings.
Riddles.
Tongue-Twisters.
15. Poetry and Songs.
Reading Poetry.
Sharing Songs.
16. Plays and Dramatic Games.
Benefits for Students.
Benefits for Teachers.
Benefits for Home School Interaction.
17. Narrative and Other Forms of Prose.
IV. Using the Magic: Literature in the Classroom.
18. Preparing to Share a Book.
Sharing Experiences.
Recalling Previous Knowledge.
Relating the Book to Previously Read Books or to the Author Using Props.
Making Predictions Based on the Title.
Examining Illustrations or Text Selections.
Drawing on Poetry, Songs and Folklore.
19. Reading the Book.
Oral Reading.
Silent Reading.
20. The Creative Dialogue.
Descriptive Phase.
Personal Interpretive Phase.
Critical/Multicultural/Anti-Bias Phase.
Creative/Transformative Phase.
21. Promoting Language Development.
Relating a Story to Sayings.
Retelling a Story from Another Point of View.
Retelling a Story in Another Setting or Time.
Retelling Using a Different Literary Genre.
Writing About the Same Topic or Character in a Different Literary Genre.
Building a Word Treasury.
Using Charts and Diagrams.
22. Promoting Discovery and Research.
Discoveries Within the Book.
Discoveries Beyond the Book.
Research.
23. Promoting Creative Expression.
Written Expression.
Visual Expression.
Dramatic Expression.
24. Home-School Interaction.
Family-School Interaction.
Literature-Based Family-School Interaction Programs.
Parent-Child Interaction Through Homework.
25. Culminating Activities.
Plays and Puppet Shows.
A Poster Gallery.
Sharing Books.
A Classroom Library.
Classroom Publishing.
Literary Circles.
26. An Author's Visit or Author's Study.
Selecting the Author.
Preparing for the Visit or Study.
Turning the Focus on the Children.
Facilitating Interaction.
Becoming Authors.
Making the Visit or Study a Whole School Event.
27. Evaluation.
End of Project Reflections.
Reader's Journals.
Author's Journals.
Class Reading Log.
Reading and “Real Life.”
Appendix 1. Hispanic Proverbs and Sayings.
Appendix 2. Story Beginnings and Endings.
Bibliographies.
References Cited.
Books for Children and Adolescents by Latino Authors.
Acknowledgements.
About the Author.
