In this column, readers are asked to reconsider several traditional instructional strategies, in particular predicting and picture walks, and the role these practices play in the elementary reading curriculum. In addition, what happens after a book has been read must be reconsidered in light of the activities in which life long readers engage. To…

Shares how the author designed reading activities to increase students' understanding of nonfiction by adhering to three principles: purpose, classification, and collaboration. Recounts how students responded to the reading materials and each other as they developed an understanding of the information available to them. (MG)