Based on her experiences with the transformation of 8th-grade reading in one school, Ivey advocates for a substantial shift in what students read in English class and what is available to them in school. Middle school classrooms are in dire need of a book makeover, and this should be the first order of business when considering what to do for…

Reluctant and struggling readers, many of whom are boys, are placed in reading intervention classes; however, often the environmental conditions of these intervention classrooms are not conducive for fostering a student's love for reading. This article describes Cambourne's optimal conditions for literacy learning and the results from implementing…

Describes the many and varied emotional needs of teens, and the importance of dealing with adolescents' problems, so that they can learn. Suggests that, for language arts teachers, the way in is through literature. Discusses the role of literature, and offers a description of four themes and young adult novels on those themes. (SR)

Discusses the influence of book club experiences on teachers. Argues that teachers simply must have a ready awareness of their own reading-as-thinking processes in order to effectively share and demonstrate them to kids. Suggests the implementation of teacher book clubs. (SG)

Notes how adolescents through young adult literature begin to discover the meaning behind the words and to explore their own emotions. Describes the use of small groups and an introduction of the concept of a literacy community. Discusses a whole-class reading and response to S.E. Hinton's novel "The Outsiders." (SC)

Describes how through a multifaceted heritage project, the author's eighth-grade students discover the magic of traveling with authors into the nooks and crannies of their seminal experiences, write their own budding memoirs, consider their values and beliefs, and compare family members' stories and values to their own. Outlines several elements…

Notes that what all middle school students need is another kid like them but with words. Presents some examples of adolescents going through the rites of passage--someone like T.J. in Chris Crutcher's "Whale Talk," or Sara Louise Bradshaw in Katherine Paterson's "Jacob Have I Loved," or Brian in Gary Paulson's…

Argues that the study of humor should be worked into English curricula starting in middle school, taking students inside jokes to expose the subtle way humor can convey information, images, and assertions. Discusses understanding humor, reading humor, and writing humor. (SR)

Argues that classic authors can and should still be kept at the center of the literature curricula in the middle school. Uses Leo Tolstoy as an example, describing briefly some of Tolstoy's works that are especially appropriate for early middle school readers, later middle schoolers of average reading ability, and the most able middle school…

Encourages the idea of cross-generational shared reading experiences. Presents annotations (written by students) of 12 titles. Notes that almost half of the books that are featured have been around for a while, and yet they are still fresh for new readers. (SG)

Suggests that if adolescents are going to get hooked on poetry and read and write more than an occasional sample, they need to have teachers share with them poetry they will enjoy. Considers a study by Karen Kutiper of middle school student poetry preference. Presents conclusions from this study along with a list of the 25 most popular poems. (SG)

Describes how one eighth-grade teacher, disturbed by students' ignorance of the variety of poetry available to them, developed a poetry anthology assignment, in which students immersed themselves in poetry for three weeks, each one choosing and creating a poetry anthology comprised of 20 poems. Notes students' enthusiasm for the project and pride…

Considers how to involve students more in discussing poetry. Describes a class activity involving creating a low-risk poetry porthole: the list poem. Talks about learning how to discuss the poetry of others. Presents ideas for making the transition to the discussion of "school" poetry. (SG)

Notes the author vowed to prove to herself and to her students that they could meet and exceed the state standards, that they could succeed on any test, and that they could do it while engaging in authentic, context-based reading, writing, speaking, listening, thinking, viewing, and visually representing. Discusses units of study based upon a…

Describes organizing a poetry "slam" (a contest in which people read their original poems and listeners cast votes for their favorites) involving 200 eighth graders from two different schools. Discusses how this experience made vivid for students the need to write for an audience and to revise. (SR)