Discusses using software along with a "textset" of two books related by theme and topic. Describes two examples that use the software's topic or theme to introduce students to a pair of books. Shows how connections between the software and the books become the impetus for off-line and on-line writing activities. (PRA)

Describes how different types of software can be used to extend students' reading of different books by three authors: Mercer Mayer, Judy Viorst, and Betsy Byars. (RS)

Presents ideas for incorporating software into each guided reading phase for two realistic fiction books: Lois Lowry's "Anastasia on Her Own" and Barthe DeClements's "The Fourth Grade Wizards." Discusses how each skeletal plan uses three pieces of software to enliven students' oral and written thoughts about the books'…

Uses teachers' initiatives in 3 content areas--social studies, science, and mathematics--to highlight how 13 software packages are and can be used to support instruction. (PRA)

Introduces a new column written for the one-computer classroom and offers several perspectives for connecting software applications to trade book reading. Describes eight software packages for extending and enhancing students' reading of different genres: fairy tales, realistic fiction, science fiction, and biography and historical fiction in…

Uses a thematic unit on Japan to show how software can become an additional resource for elementary students' literacy learning in social studies, science, language arts, and art. Notes that the five-week unit addresses Japan's culture and customs. (RS)

Describes how computers, when cast in a holistic framework, can be a natural complement to students' literacy development. Discusses how six teachers use computers in holistic literacy instruction. (MG)