Provides ten suggestions content area teachers can use to help students with limited reading abilities. (DD)

Reviews 31 nonfiction tradebooks that have unusual content or clever formats used by the author or illustrator. (MG)

Focuses on what students read in social studies classrooms. Illustrates the manner in which literature supports students, even young children, in grappling with the dilemmas and choices that people have faced throughout history. (MG)

Highlights 34 children's tradebooks as a valuable instructional resource across the curriculum and particularly as a good aid to integrating content area instruction. Identifies four broad themes (growing things, the world around us, animal friends, and who we are, where we've been) and reviews books which reflect those themes. (MG)

A list of skills needed for both reading and science programs are discussed.

Shares a genuine mathematical story that serves as the basis for discussing how the reading of stories contributes to mathematics instruction. Encourages mathematics teachers and students to write mathematical stories. (MG)

Suggests a technique for narrowing a large topic into manageable subtopics so that student interest groups may investigate them. (DD)

Describes "story drama," a technique in which the texts of stories or novels are presented as plays, and shows how it can be used to teach content areas in elementary grades. (ARH)

Discusses the importance of encouraging aesthetic response from students in elementary content area studies such as science, social studies, and mathematics. Includes ideas for fostering aesthetic responses through poetry and use of literature. (MG)

Exercises integrating mathematical concepts and reading are explained.

Describes a collaborative effort between an elementary school teacher and a university researcher to conduct joint research in content area reading. Discusses the advantages of such a collaborative project, as well as what the teacher and the researcher both learned. (HTH)

To encourage the reluctant reader, stories may be cut out of any discarded readers and made into individual skinny books.

Proposes that teachers use children's literature to introduce art history to elementary students. Provides strategies for this approach and suggests several children's books for consideration. (MG)