Noting that too many children leave elementary school without developing the ability to use words imaginatively, this paper presents a teaching approach that uses literature to foster invention in children's writing. The approach described is part of a total composition program that structures writing experiences in which children observe…

This paper explores some alternative ways to think about critical thinking in the study of literature in the elementary grades. In a review of the research, the paper examines several factors that have shaped, or influenced, the trends in the literature curriculum over the years to determine if and how these factors influenced the teaching of…

Responds to Spiegel's article on child abuse by asserting that elementary school counselors need to be aware and knowledgeable of issues surrounding child abuse and to have commitment to reporting any and all cases of suspected child abuse. Considers responsibility for accurately reporting cases of child abuse to be shared by all of society. (NB)

Maintains that teachers' use of classroom poetry provides opportunities for children to respond to ideas, feelings, and events. Examples illustrate how poetry offers readers/listeners invitations to participate: invitations to identify with others, gain new perspectives, retell stories, move with the sound of language, and respond to one's own…

The Children's Book Council of Australia's (CBCA) Book of the Year Awards for 2001 include a new category--Book of the Year: Early Childhood. This category was introduced because some contemporary picture books are for mature readers, and it was recognized that books for young children were often being overlooked. This guide explores books in all…

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 how books that have predictable story lines can provide rich opportunities for students with hearing impairments to expand their knowledge, experience success in decoding and predicting text, and develop a love of reading. Tips are provided for choosing books that contain familiar sequences, events, ideas, and situations. (CR)

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)

Examines conversations between teachers and students and between peers to describe the nature of the instructional scaffolding that occurred as students constructed meaning of literary and nonfiction texts. Describes ways in which scaffolding was woven in and out of the fabric of the conversations. Finds that episodes of scaffolded instruction…

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)

Looks at implications of children meeting stories and storybook characters not only through books and videos but through anything from toys and games to pajamas. (RS)

Investigates how Chinese children interpreted well-known Chinese children's stories and whether they drew personal relevance from these stories. Finds that children's responses to the stories were diversified, corroborating reader response theory. Reveals several culturally related issues such as cultural sensitivity, its relationship to age…

Discusses one seven-year-old girl's responses to three feminist folktales. Finds that for each tale, the girl was drawn to the female protagonist and named her as her favorite character, but the girl did not wish to emulate the female protagonists because of their unconventionality. Suggests that such tales may offer alternative models of female…