Stacey Brown energizes high school students with "brain-twisting" writing prompts, word games to hone vocabulary and spelling skills, and art to show complex ideas. Additionally, reading aloud to her class models fluent reading, expands students' vocabularies, builds community, and stimulates student-led discussions about the novel. (Contains 1…

Suggest oral reading as a valuable way to interest students in the joys of reading. Lists four guidelines for reading aloud. (PRA)

Presents an informal dialogue on teaching poetry in diverse settings. Shares teachers' success stories in teaching poetry. Notes basic principles--students must write poetry, hear poetry read aloud, and be aware of how people of other cultures express their feelings. (RS)

Argues that "text rendering"--responding to oral readings by saying back remembered words or phrases--forces students to prolong their initial responses to texts and opens initial response to the influence of other readers. Argues that silence following oral readings allows words to sink into students' minds, creating individual images…

Shows that reading aloud to students can improve students' reading and writing skills, as well as their attitudes toward reading. (RL)

Explores how students (through an awareness of literary archetypes and journal writing) can use African stories to cross cultures, time, and continents, making connections between their worlds and the worlds of others. (MG)

Provides activities to be used when teaching novels, including reading aloud to students, using student-generated questions for discussion, having students write on key words selected from the text, having students brainstorm together on butcher-block paper before writing an essay, and playing bingo with students to help them recall the…

Shows how plays can be modified and used effectively in remedial reading classes. (RL)

Argues that only by reading the same piece of literature at the same time, or by rereading jointly a passage from a work read earlier and in solitude, can students learn what reading strategies other readers use. Argues that reading can be assigned without destroying the spirit and energy of the reading/writing community. (RS)