This book provides practical strategies for K-6 teachers for using nonfiction trade books in language arts and content area instruction. Research-based classroom-tested ideas are spelled out to help teachers: select from among the many quality nonfiction trade books available; incorporate nonfiction into the classroom; work with students to…

The lead of a story is the beginning, and yet it can be the end if the reader is not entranced immediately. This lesson examines types of leads in prominent children's literature and asks grade 3 to 5 students to try their own hand at writing leads. During the two 40-minute lessons, students will: discuss their reactions to the leads from the…

Discusses the concept of divorce in history--it has existed since the earliest recorded times. Discusses also the portrayal of divorce in fiction and nonfiction books for young readers--it was not discussed before California's 1969 no-fault divorce law. Outlines characteristics of books about divorce. Gives 10 questions for stimulating student…

Discusses student reaction to how fairy tales should begin and proceed and the language choices authors make when adapting fairy tales. Cites several different versions of "The Frog Prince" and describes them. Discusses students' own versions. Gives questions for stimulating student response to "The Frog Prince." (PA)

Notes that as an alternative to written responses to young adult literature (YAL) in the author's Adolescent Literature course, the preservice and inservice teachers must present at least one visual response to the class. Presents guidelines for the visual response. Gives some examples of outstanding visual responses in recent years. Encourages…

Addresses the question of how literature should be discussed with children. Illustrates how a knowledge of literature beyond a single story and beyond a particular child's response can be of help in teaching. (SR)

Describes a technique to improve the benefits of Sustained Silent Reading (SSR). Provides sample questions which encourage students to monitor and gain insight into their own reading and responses to what they have read. (MM)

Defines the term "cultural model" as the set of assumptions a particular group has, or the kinds of goals a group strives for, or the attitudes that shape how one cultural group reacts to another group. Shows how cultural models shape student responses to Richard Pick's short story "I Go Along." Suggests writing assignments that reflect on…

Describes a unit of study for teaching writing in the context of trying to foster an awareness and compassion among students toward homelessness. Recounts some of the memorable student responses and reactions to the unit. Samples some of the poems written by students as a result of the unit. (HB)

Argues that the primary value of literature lies within the work itself, an appreciation of it, and the connections readers make to it. Discusses how a reader response approach offers one way to open the door for children to the lived-through experience of literature as art with intrinsic value. (SR)

Describes the way one teacher utilizes literature in the English classroom to help students to identify and explore their own personal life philosophies. Advocates moving away from the actual fiction and applying its philosophies to the lives of the readers. (HB)

Focuses on the practice of critical reading in the English classroom. Argues that what is done in the classroom should be grounded in critical reading activities and be connected to the real lives of students. Demonstrates such a teaching approach in the context of a literature class studying Henry James's novel, "Washington Square." (HB)

Summarizes four basic strategies in persuasion based on classical rhetoric, modern communication theory, and practical methods from advertising that can be translated for immediate use in the classroom. Suggests that the following maneuvers be taught: (1) echo the reader; (2) sell use; (3) ask for action; and (4) talk the reader's language. (KEH)

Notes that helping students create coherent texts is one of the most difficult jobs that composition teachers have. Describes a classroom technique that helps writers shift perspectives by getting them outside their texts. Notes that the technique requires students to examine what they do as readers to create coherent meaning. (RS)

Describes an approach, called "Questioning the Author," that is targeted toward getting young readers to engage with their textbooks--to really consider ideas deeply. Notes that the approach attempts to actualize the presence of an author, understand the author as a fallible transmitter of ideas, and transform author's ideas into readers' ideas.…