Argues that to personalize the social studies for students, textbook units of study should be accompanied by well-chosen, related fictional readings. Argues that teacher-directed activities focusing on the fictional stories can reinforce concepts, attitudes, and skills in the social studies for students at all grade levels. (RS)

Discusses the advantages of using wordless books in language arts instruction. Suggests several activities to use in conjunction with wordless books, including composing oral stories, dramatizations, and oral reports. Recommends several wordless books, providing publishing information and a brief description of each. (MM)

Discusses the ways in which poetry can be used to highlight literary aspects of children's books, such as characterization, locale, mood and archetypes. Suggestions are offered for the selection and use of poetry by teachers and librarians. (23 references) (CLB)

Urges primary school teachers to avoid assuming that simply providing a reading environment will enable all children to understand the reading process, and to be aware of young children with reading or language difficulties early in their school years. Argues that no one method of reading instruction will work for all children. (RS)

Describes an author's surprise at finding her children's book in a banned books collection in a bookstore window. Argues against certain types of censorship. (RAE)

Provides a brief description of nine works of historical fiction which teachers have found successful in skillfully weaving the facts of history into fictional presentations capable of drawing the reader into the time period. Deals with chronological periods ranging from the old stone age to the mid-twentieth century. (RS)

Presents brief annotations of 103 newly published children's and young adults' trade books in a list chosen by children. Identifies titles for reading programs that can be related to classroom curriculum and are known to engage children. (SR)

Presents brief annotations of 48 children's books that hold surprising creatures; surprises of magic and mystery; surprises of humor and trickery, surprises of growing up; cultural surprises; and surprising resources relating to poetry, dinosaurs, and science. (SR)

Presents brief annotations of 33 children's books that focus on many kinds of journeys: past and present explorations, journeys around the world, journeys beyond earthly boundaries, quests, and holiday journeys. (SR)

Present brief annotations of 53 children's picture books that reflect the multiple ways of knowing through which children can create and share meaning with others. (SR)

Considers several aspects of grandparent/grandchild relationships, and discusses 43 children's books that teachers can use to nurture understanding of those relationships. (SR)

Highlights 27 books that invite children to write. Organizes them into four types: the predictable story, stories that reflect significant childhood experiences, stories with novel structure or content, and open-ended stories. (SR)

Combines a personal anecdote involving success with one aliterate student and results of research on the reading habits of adolescents. Presents an annotated list of 50 books for "tough guys" that match the reading habits of that particular group. (RS)

Argues that the emerging adolescent needs to experience an interesting reading curriculum to achieve more optimally. Suggests that middle school students need to be involved in seeking, selecting, and pursuing reading materials that ensure the attention of the learner. (RS)

Claims that the novel "Strange Attractors" by William Sleator proves to be an effective and engaging reading selection for middle school readers. Suggests methods for using the novel in the classroom, and samples student response to the book. (HB)