This article uses Dresang's dimensions of radical change to call attention to the evolving structures and features of novels for young readers being published today. The controversial topics and elaborate design features contained in contemporary novels, for example, the expansion of dystopic fiction, the disruption of traditional narrative…

Vocabulary knowledge is key to comprehension and expression. For students in the intermediate grades, the need for breadth and depth of vocabulary accelerates as they encounter more challenging academic texts in print and on the Internet. Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents…

Offers practical activities that make spelling drill more interesting and more applicable to vocabulary development. (FL)

Provides information on how teachers can contribute additional encouragement, direction, and guidance for exploring and expanding intermediate-grade students' personal response to literature. Describes eight response options and offers guidelines. (PRA)

Discusses how picture books can be used in the classroom with intermediate grade students. Provides examples of books and projects that have been used on the following topics: issues of war and peace, the environment, relationships between generations, and the development of self. (MG)

Shares a memory enhancer that has stood the test of time and has supported students in their pursuit of meaningful textbook reading, from upper elementary grades through college classrooms: THIEVES (Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and vocabulary, End of chapter questions, and Summary). Notes the…

Describes how "speedwriting" requires that all learners become actively engaged in their own learning because, rather than generating ideas orally, students are instructed to write down all their ideas as quickly as they can. Considers how the social engagement of discussion and the sharing of ideas during the writing phase drew even the…

Describes an activity used with fifth graders to keep the children using new vocabulary acquired during a shared literature study. (PRA)

Presents a five-day instructional plan that allows children opportunities to explore and use idioms. (MG)

Reports on the television viewing habits of fourth, fifth, and sixth grade students, and includes specific assignments to take advantage of the time students spend watching television. (RB)

Describes how a fourth-grade teacher applied Nancie Atwell's "formula" for teaching writing via writing workshops. Notes that, a year later, the teacher realized that nobody else's approach could work in her classroom, after which she developed her own structure. (SR)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)

Offers a strategy for providing an opportunity for students to develop the ability to think critically. Uses character charts to encourage fourth and fifth graders to make critical judgments as they listen to stories read aloud by the teacher. (PRA)

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.…

Indicates that Sustained Silent Reading (SSR) is not superior to other methods used to increase reading skills. (RB)