The purpose of this article is to describe the assessment-driven instruction that facilitated third graders' increased understanding of informational texts, as revealed in their written responses to texts during one school year. The key instructional practices included making transparent for students what it means to synthesize, engaging students…

Dutro discusses an analysis of the disconnect between the material realities of the lives of a group of third-grade children living in poverty and the middle-class assumptions of a district-mandated unit within a literacy curriculum. The analysis arose in the context of an ethnographic study of identity and classroom literacy practices; it was…

Discusses at-risk students' attitudes toward reading and their varying levels of response to literature. Finds that students' attitudes toward reading improved after one semester of discussion groups. Presents excerpts from classroom discussions. Discusses elements to encourage response. (RS)

This article explores young readers' fascination with particular authors. It begins with a brief analysis of the contents of fifth graders' letters to their favorite authors. It then juxtaposes their range of responses with the varying perspectives that teachers typically adopt when designing an author study, advocating a model of author study…

Shares the author's experiences as a third-grade teacher facing the dilemma of not having multiple copies of good literature available. Tells the story of how she developed effective instructional strategies for using the limited resources she was able to find. Describes how, despite less than ideal resources, children engaged in rich, thoughtful…

Reflects on how the author's third-grade students, experienced in literary conversation from their reading workshop, transferred the practice of literary conversation to their writing workshop. (SR)

Third-graders can use read-aloud time to hone critical and creative reading skills by getting involved in a story. Children relate book experiences to their own experiences by evaluating characters' responses, recognizing characters' motivation, and adjusting interpretations. (BB)