using trade books to teach Language Arts

This site is developed and maintained by Pam Petty
email: pam@pampetty.com

Internet Sites that Promote the use of Trade Books for Language Arts Learning

Paper and Bibliography

Bibliography of Books Used in Research:

Bamford, Rosemary A. and Janice V. Kristo. (1998) Making Facts Come Alive: Choosing Quality Nonfiction Literature K-8. Norwood, Massachusetts: Christopher-Gordon.

Bromley, Karen D'Angelo. (1988) Language Arts: Exploring Connections. Boston: Allyn and Bacon.

Duthie, Christine. (1996) True Stories: Nonfiction Literacy in the Primary Classroom. York, Maine: Stenhouse.

Galda, Lee, Bernice E. Cullinan, Dorothy S. Strickland. (1993) Language, Literacy and the Child. Fort Worth: Harcourt Brace.

Harveym, Stephanie. (1998) Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. York, Maine: Stenhouse.

Hennings, Dorothy Grant. (1994) Communication in Action: Teaching Langauge Arts. Geneva, Illinois: Houghton Mifflin.

Petty, Walter T., Dorothy C. Petty, Richard T. Salzer. (1989) Experiences in Language: Tools and Techniques for Language Arts Methods. Boston: Allyn and Bacon.

Templeton, Shane. (1991) Teaching the Integrated Langauge Arts. Dallas: Houghton Mifflin.

Tompkins, Gail E. (1991) Language Arts: Content and Teaching Strategies. New York: Merrill.

Tompkins, Gail E., Lea M. McGee. (1993) Teaching Reading with Literature: Case Studies to Action Plans. New York: Merrill.

Results of an ERIC search on using Trade Books to teach Language Arts

ERIC Search
ERIC_NO: EJ431041
TITLE: 1990 Notable Trade Books for Language Arts (K-8).
JOURNAL_CITATION: Language Arts; v68 n5 p396-98 Sep 1991
DESCRIPTORS: Annotated Bibliographies; Books; *Children's Literature; Elementary Education; Language Arts; *Reading
Materials
IDENTIFIERS: *Trade Books
ABSTRACT: Annotates 28 children's trade books which were selected by the Notable Children's Trade Books in the Language Arts Committee as the most outstanding trade books for enhancing language awareness among elementary school children for 1990. (MG)

ERIC_NO: ED294210
TITLE: Integrating the Language Arts: Alternatives and Strategies Using Trade Books as Models for Student Writing.
AUTHOR: Meerson, Mary Lou
DESCRIPTORS: *Childrens Literature; Content Area Writing; Language Arts; Literary Devices; Literature Appreciation Models; *Reading Writing Relationship; Teaching Methods; Writing Improvement; *Writing Instruction IDENTIFIERS: Beginning Writing; *Trade Books; Writing Tasks; *Writing through Literature Instruction
ABSTRACT: Although teachers are often told to use literature as models for students' writing, they are rarely provided with specific suggestions on how, when, and why to use literature, or trade books, in their curriculum. Yet there are many situations in which the use of literature can be helpful to the novice writer. With pre-kindergarten or kindergarten children, teachers can help students build schema by writing books themselves. This type of schema building continues at all levels, and is assisted by books about books, such as "Harold and the Purple Crayon" and "Simon's Book." The technique of "copy change," using a story as the basis for writing a similar story, helps children develop their personal voice, and can be used at any level. For older students who are less confident of their writing ability, books such as "How To Write Secret Codes" and "How To Draw Cartoons" are effective in easing their anxiety by providing "how to" practice. Other suggestions for employing literature as a model for student writing include using trade books to teach literary devices ("The Diary of Anne Frank" for diaries, and "Science Experiments You Can Eat" for content area writing), and writing book extensions (prologues or epilogues for books, new stories for well-known characters, or changing the setting of a story). (An annotated bibliography of trade books is appended.) (MM) GEOGRAPHIC_SOURCE: U.S.; California

ERIC_NO: EJ347082
TITLE: Notable Children's Trade Books in the Language Arts: 1985.
AUTHOR: Glazer, Joan I.
JOURNAL_CITATION: Language Arts; v64 n3 p331-32 Mar 1987
LANGUAGE: English
DESCRIPTORS: *Books; *Childrens Literature; Elementary Secondary Education; *Language Arts; *Language Usage; *Reading Interests; Reading Material Selection
IDENTIFIERS: *Trade Books
ABSTRACT: Lists books published for children in 1985 that are either unique in their language or style, deal explicitly with language, or invite child response or participation. (FL)

ERIC_NO: ED398530
TITLE: Books That Invite Talk, Wonder, and Play.
AUTHOR: McClure, Amy A., Ed.; Kristo, Janice V., Ed.
DESCRIPTORS: *Authors; *Childrens Literature; Elementary Education; *Language Arts; *Language Usage; Language Variation; Literary Genres; Nonfiction; Novels; Picture Books; Poetry; Recreational Reading; Thematic Approach; *Writing Processes
IDENTIFIERS: *Expressive Writing; Reading Speaking Relationship; Response to Literature; *Trade Books
ABSTRACT: Focusing on children's books identified as "notable" for their rich use of language, this book presents essays that discuss literary genres and literary language, responding to the language of Notable Books, and developing an appreciation for language diversity. The book also presents brief essays by well-known children's authors regarding their writing processes. The notable works of children's literature discussed in the book were identified over a 10-year period by the Notable Children's Trade Books in the Language Arts Committee of the Children's Literature Assembly, a special interest group of the National Council of Teachers of English. After an introductory essay ("Wordcrafting: What Makes a Book Notable in the Language Arts?" by Susan Lehr), chapters in the book are (1) "Picture Books: Language That Sparks the Mind and Fuels the Imagination" (Janice V. Kristo and Linda Leonard Lamme); (2) "Poetic Texts and Poetic Language" (Amy A. McClure); (3) "The Language of Facts: Using Nonfiction Books to Support Language Growth" (Sylvia M. Vardell); (4) "Notable Novels in the Classroom: Helping Students to Increase Their Knowledge of Language and Literature" (Christine Doyle Francis); (5) "Language Use through Drama" (Anthony L. Manna); (6) "Language of the Storyteller" (Inga Kromann-Kelly); and (7) "Connecting Writing, Talk, and Literature" (Yvonne Siu-Runyan); (8) "How to Do Things with Words: Trickster Stories, Multicultural Awareness, and Language Arts" (Jon C. Stott); (9) "Diversity in Language: Using Notable African American Children's Literature in the Classroom" (Deborah Thompson); (10) "International Books and the Language Arts" (Carl M. Tomlinson); and (11) "Linking Literature and Language Use through Thematic Units" (Barbara Chatton and Susan Hepler). The book concludes with essays written by 38 authors of Notable Books (including Avi, Eve Bunting, Paula Fox, Patricia Lauber, Gary Paulsen, and Jerry Spinelli) that reflect on their own processes of writing and the decisions they make about such matters as wording, style, and the use of dialect. A bibliography of approximately 300 Notable Books is attached. (RS)

ERIC_NO: ED370120
TITLE: Experiences in Language: Tools and Techniques for Language Arts Methods. Sixth Edition.
AUTHOR: Petty, Walter T.; And Others
DESCRIPTORS: Electromechanical Aids; Elementary Education; Language Acquisition; *Language Arts; Library Role; *Reading Instruction; Special Needs Students; *Teaching Methods; Vocabulary Development; *Writing Instruction IDENTIFIERS: Trade Books
ABSTRACT: Continuing an emphasis from earlier editions on such areas as early education and the use of electronic teaching aids as an integral aspect of the classroom program, this book views language arts instruction as based on a comprehensive instruction plan composed of many different teaching strategies and types of materials. This edition of the book recognizes promising developments in elementary education, including writing as a way of learning in all curriculum areas; the increased use of nonfiction trade books in science and social studies; the integration of skill learning in unit and thematic teaching of topics; and the inclusion of special-needs students in the regular classroom. Chapters in the book are: (1) Language and the Language Arts; (2) Teaching the Language Arts; (3) Language Learning and the Young Child; (4) Beginning Language Arts Programs; (5) Using Oral Language; (6) Listening, Thinking, and Learning; (7) Grammar and Language Usage; (8) Learning about Words: Vocabulary, Spelling, and Dictionary Use; (9) Writing by Hand and Machine; (10) The Writing Process; (11) Writing in the Classroom Program; (12) Children and Reading; (13) Reading and Studying; (14) The Library Media Center; (15) Children and Books; and (16) Serving Children with Special Needs. A list of addresses of publishers, distributors, and organizations is attached. (RS)

ERIC_NO: ED192268
TITLE: Special Feature: Children's Literature.
AUTHOR: Kerber, James E., Ed.
JOURNAL_CITATION: Ohio Reading Teacher; v15 n1 Oct 1980
DESCRIPTORS: *Childrens Literature; *Content Area Reading; Curriculum Development; Elementary Education; Interdisciplinary Approach; Reading Instruction; Teaching Guides; *Teaching Methods
IDENTIFIERS: *Trade Books
ABSTRACT: The six articles in the special features section of this journal issue focus on the use of children's literature in all areas of the curriculum. The first article concerns the use of mathematics trade books and offers ways of using new books in learning stations to foster independent learning. The second article discusses criteria for selecting science trade books and suggests ways for using science books in a primary grade classroom. The third article discusses change in the social studies and offers teaching methods that stimulate children's thinking about historical and current events. The fourth article points out a variety of ways trade books can be used during language arts lessons and suggests activities for specific areas of the language arts. The fifth article describes a library curriculum activity that helps to develop children's critiquing ability and their higher thinking processes. The final article in this section suggests ways in which the media specialist, curriculum specialist, and classroom teacher can work together to relate trade books about the arts to the curriculum. The remaining three articles in the journal issue deal with creative reading and writing, classroom materials for the gifted, and the content reading approach. (FL)

ERIC_NO: EJ487742
TITLE: Poor Readers' Attitudes: Effects of Using Interests and Trade Books in an Integrated Language Arts Approach. AUTHOR: Thames, Dana G.; Reeves, Carolyn K.
JOURNAL_CITATION: Reading Research and Instruction; v33 n4 p293-308 Sum 1994
DESCRIPTORS: Case Studies; Elementary Education; Integrated Activities; *Reading Attitudes; Reading Comprehension; *Reading Instruction; *Reading Interests; Reading Research; *Student Attitudes; Teaching Methods; *Tutoring
IDENTIFIERS: Trade Books
ABSTRACT: Studies the effects of tutorial instruction, utilizing students' interests and trade books, on the attitudes of poor readers. Suggests that the attitudes of poor readers may be positively influenced through such instruction in an integrated language arts approach. (HB)

ERIC_NO: ED375412
TITLE: Language Arts: Content and Teaching Strategies. Third Edition.
AUTHOR: Tompkins, Gail E.; Hoskisson, Kenneth
DESCRIPTORS: Elementary Education; Integrated Activities; Journal Writing; Junior High Schools; *Language Arts; Multicultural Education; *Reading Instruction; Reading Writing Relationship; Spelling Instruction; *Teaching Methods; *Writing Instruction
IDENTIFIERS: Authentic Assessment; Emergent Literacy
ABSTRACT: Reflecting an integrated, constructivist approach to teaching, this book presents the content of the language arts curriculum and effective teaching strategies for teaching this content so that elementary and middle-school teachers can help students develop communicative competence. This third edition emphasizes the multicultural classroom, reading and writing connections, and authentic assessment. Each chapter begins with a question to direct readers' thinking, lists of topics for minilessons, lists of ways to modify instruction to students' individual needs, lists of trade books and steps in teaching strategies, chapter summaries, and extension activities. Chapters in the book are: (1) Learning and the Language Arts; (2) Teaching Language Arts; (3) Listening to Learn; (4) Sustaining Talk in the Classroom; (5) Writing in Journals; (6) The Reading and Writing Processes; (7) Emergent Literacy; (8) Looking Closely at Words; (9) Reading and Writing Stories; (10) Reading and Writing Information; (11) Reading and Writing Poetry; (12) Language Tools: Spelling, Handwriting, and Grammar; (13) Expecting Diversity: The Multicultural Classroom; and (14) Extending Language Arts across the Curriculum. Lists of Caldecott and Newbery Award winning books (since 1960), a list of approximately 300 resources about authors and illustrators, a Joint Statement on Literacy Development and Pre-First Grade, and a list of common spelling options for phonemes are attached. (RS)

ERIC_NO: ED412505
TITLE: More Teachers' Favorite Books for Kids: Teachers' Choices 1994-1996.
DESCRIPTORS: *Adolescent Literature; Annotated Bibliographies; *Childrens Literature; Class Activities; Elementary Education; *Reading Material Selection; Recreational Reading
IDENTIFIERS: *Trade Books
ABSTRACT: Including books that might not be discovered or fully appreciated by children without introduction by a knowledgeable adult, this guide presents annotations of more than 80 trade books appropriate for children and adolescents, complete with teachers' suggestions for curriculum use. Entries in the guide are grouped into primary (K-2), intermediate (grades 3-5), and advanced (grades 6-8). Culled from lists compiled from 1994 to 1996, the trade books listed here offer many opportunities for reading aloud, discussion, and the stimulation of writing across the curriculum areas of language arts, social studies, math, art, drama, and music. The books included in the guide were chosen because teachers believe they reflect high literary quality in style, content, structure, beauty of language, and presentation. (RS) GEOGRAPHIC_SOURCE: U.S.; Delaware

ERIC_NO: ED379687
TITLE: Teaching with Children's Books: Paths to Literature-Based Instruction.
AUTHOR: Sorensen, Marilou R., Ed.; Lehman, Barbara A., Ed.
DESCRIPTORS: *Childrens Literature; Classroom Environment; Elementary Education; Integrated Curriculum; Interdisciplinary Approach; *Language Arts; Literature Appreciation; Middle Schools; *Reading Instruction; *Reading Material Selection; Teacher Role; *Thematic Approach; Theory Practice Relationship; Whole Language Approach; Writing Instruction
IDENTIFIERS: Response to Literature; Trade Books
ABSTRACT: Pointing out that understanding, considering, preparing, modeling, teaching, collaborating, assessing, and supporting are steps along the path to using literature in the classroom, the essays in this book provide a solid background for those teachers who are considering making the transition to literature-based instruction in their classrooms. Essays and their authors are: (1) "Questions of Definition" (Glenna Sloan); (2) "Perspectives on the Use of Children's Literature in Reading Instruction" (Mary Jo Skillings); (3) "The Literature-Based Movement Today: Research into Practice" (Barbara A. Lehman); (4) "Journey from Hypocrisy: The Teacher as Reader Becomes a Teacher of Readers" (Donna Peters); (5) "Children's Literature, Language Development, and Literacy" (Virginia G. Allen); (6) "Literary Characters Who Write: Models and Motivators for Middle School Writers" (Sharon Kane); (7) "The Power of Story and Storying: Children's Books as Models" (Karla Hawkins Wendelin); (8) "Decisions about Curriculum in a Literature-Based Program" (Patricia R. Crook); (9) "Teaching with Literature: Some Answers to Questions That Administrators Ask" (Jean McCabe); (10) "Developing a Teaching Guide for Literary Teaching" (Marilou R. Sorensen); (11) "The Different Faces of Literature-Based Instruction" (Barbara A. Lehman); (12) "A Literary Studies Model Curriculum for Elementary Language Arts Programs" (Jill P. May); (13) "Self-Selected Books of Beginning Readers: Standing before the Smorgasbord" (Mary Jo Fresch); (14) "Thematic Units: Integrating the Curriculum" (Sylvia M. Vardell); (15) "Making the Move from Basals to Trade Books: Taking the Plunge" (Patricia L. Scharer); (16) "Teaching and Learning Critical Aesthetic Responses to Literature" (Patricia J. Cianciolo); (17) "Guiding Children's Critical Aesthetic Responses to Literature in a Fifth-Grade Classroom" (Renee Leonard); (18) "Literature in the Classroom: From Dream to Reality" (Gloria Kinsley Hoffman); (19) "Hear Ye, Hear Ye, and Learn the Lesson Well: Fifth Graders Read and Write about the American Revolution" (Gail E. Tompkins); (20) "Supporting Children's Learning: Informational Books across the Curriculum" (Evelyn B. Freeman); (21) "Keeping the Reading Lights Burning" (Peter Roop); (22) "'Joyful Noises' across the Curriculum: Confessions of a Would-Be Poetry Teacher" (Joel D. Chaston); (23) "Literary Tapestry: An Integrated Primary Curriculum" (Peggy Oxley); (24) "Collaborating with Children on Theme Studies" (Linda Lamme); (25) "Teachers Encouraging a Love for Literature" (Charles A. Elster and others); (26) "Assessment in a Literature-Based Classroom" (Linda J. Fenner); and (27) "Support Groups for Literature-Based Teaching" (Marilou R. Sorensen). (NKA)

ERIC_NO: ED314718
TITLE: Thematic-Based Literature throughout the Curriculum.
AUTHOR: Hewitt, Amelia M.; Roos, Marie C.
DESCRIPTORS: *Childrens Literature; Class Activities; Cognitive Processes; Content Area Reading; *Integrated Curriculum; Kindergarten; *Language Acquisition; Language Skills; *Literature Appreciation; Primary Education; *Thematic Approach DENTIFIERS: Dinosaurs; *Language across the Curriculum; *Literature Based Programs; Trade Books
ABSTRACT: This paper focuses on practical activities for incorporating children's literature and thematic activities in the curriculum to stimulate children's thinking and language. The paper includes a review of the current literature about literature-based programs and a thematic unit on dinosaurs developed across the curriculum at the kindergarten level. Subjects covered in the thematic unit include: letter recognition, language arts, math, social living, arts, physical education, story time, music and computer. The paper also presents activities in math, science/health, social studies, language arts, and arts for use with four trade books. Additionally, the paper reviews nine alphabet books which can be used in a variety of skill areas. Twenty references are attached. (MG)

ERIC_NO: EJ556709
TITLE: Exploring the Literature of Fact: Linking Reading and Writing through Information Trade Books.
AUTHOR: Moss, Barbara; Leone, Susan; Dipillo, Mary Lou
JOURNAL_CITATION: Language Arts; v74 n6 p418-29 Oct 1997
LANGUAGE: English
DESCRIPTORS: *Childrens Literature; Class Activities; Elementary Education; *Expository Writing; Reading Comprehension; Reading Improvement; Reading Instruction; Reading Writing Relationship
IDENTIFIERS: *Trade Books
ABSTRACT: Discusses three ways elementary teachers can improve student understanding expository text through reading and writing of information trade books: reading and writing about information trade books; reading and creating innovations on information trade books; and reading and writing retellings of information trade books. (SR)

ERIC_NO: ED346468
TITLE: Using Nonfiction Trade Books in the Elementary Classroom: From Ants to Zeppelins.
AUTHOR: Freeman, Evelyn B., Ed.; Person, Diane Goetz, Ed.
DESCRIPTORS: Books; *Childrens Literature; Class Activities; Elementary Education; Fine Arts; High Risk Students; Literary Genres; *Nonfiction; Publishing Industry; *Reading Material Selection; Reading Writing Relationship; Science Instruction; Social Studies; Thematic Approach
IDENTIFIERS: *Trade Books
ABSTRACT: Intended primarily for classroom teachers, this book discusses the genre of nonfiction, the link between nonfiction and elementary curriculum, and specific ways to integrate nonfiction into the elementary classroom. The book's 16 essays and their authors are as follows: (1) "Fact or Fiction?" (Russell Freedman); (2) "The Evolution of a Science Writer" (Patricia Lauber); (3) "The Rise and Fall and Rise of Juvenile Nonfiction, 1961-1988" (James Cross Giblin); (4) "The Nonfiction Scene: What's Happening?" (Barbara Elleman); (5) "Trends and Evaluative Criteria of Informational Books for Children" (Frances Smardo Dowd); (6) "The Voice of Learning: Teacher, Child, and Text" (Bette Bosma); (7) "On the Road to Literacy: Pathways through Science Trade Books" (Marjorie Slavick Frank); (8) "Windows through Time: Literature of the Social Studies" (Diane Goetz Person and Bernice E. Cullinan); (9) "Reading Aloud and Responding to Nonfiction: Let's Talk about It" (Sylvia M. Vardell and Kathleen A. Copeland); (10) "Reading and Writing Connection: Supporting Content-Area Literacy through Nonfiction Trade Books" (Rosemary A. Salesi); (11) "Invite Children to Respond Using the Fine Arts" (Patricia Grasty Gaines); (12) "Nonfiction Books in the Primary Classroom: Soaring with the Swans" (Peter Roop); (13) "Get Real, Teacher! What Happens When At-Risk Middle-School Readers Become Involved with Nonfiction" (Nancy DeVries Guth); (14) "Using a Nonfiction Author Study in the Classroom" (Judith W. Keck); (15) "Using Informational Books to Develop Reference Skills" (M. Jean Greenlaw); and (16) "Putting It All Together: Theme Teaching with Nonfiction Books" (Evelyn B. Freeman). Appendixes list reference works cited, children's books cited, nonfiction book awards, and sources for nonfiction book titles. (SR)

ERIC_NO: EJ181275
TITLE: Information, Please! Books and Their Many Uses: Briefs
AUTHOR: Greenlaw, M. Jean
JOURNAL_CITATION: Language Arts; 55, 4, 498-500, Apr 78
DESCRIPTORS: *Bibliographies; *Books; *Children; *Childrens Literature; Elementary Education; *Nonfiction
ABSTRACT: Describes several informational or non-fiction books for children. (DD)

ERIC_NO: ED384042
TITLE: Integrating Literature in Content Areas: Professional's Guide.
AUTHOR: Walley, Carl W.; Walley, Kate
DESCRIPTORS: *Childrens Literature; Class Activities; *Content Area Writing; *Curriculum Development; Elementary Education; Holistic Approach; *Instructional Effectiveness; *Integrated Curriculum; Student Motivation; Teacher Role; Thematic Approach; *Whole Language Approach
IDENTIFIERS: *Content Area Teaching; Trade Books; Writing Development
ABSTRACT: Based on the premise that viewing the curriculum holistically enriches the instructional practices of teachers and adds depth and meaning to children's school experiences, this guide is intended to: (1) encourage teachers who have doubts about using literature in their content area classes; (2) support those presently using literature to teach; and (3) share some of the joy that can be found in children's books. The guide offers practical suggestions for class activities and techniques to help classroom teachers blend the subject areas across the lines of time and disciplines--rather than treating each subject as an isolated cell, natural connections can be made among science, social studies, mathematics, art, and music. The guide stresses that it is language arts, however, that forms the catalyst binding all the content areas. After an introduction, chapters in the guide are: Literature in the Curriculum; Benefits of Literature for Teachers and Children; Enriching Textbooks through Literature; Using Literature Thematically; Writing and Literature in Content Areas; and Getting Started with Literature. Contains eferences.

ERIC_NO: ED387799
TITLE: "The Cat in the Hat." A Literature Unit.
AUTHOR: Williams, Susan
DESCRIPTORS: *Childrens Literature; Class Activities; *Curriculum Enrichment; *Literature Appreciation; Primary
Education; Student Projects; Units of Study
IDENTIFIERS: *Cat in the Hat (The); *Trade Books
ABSTRACT: Intended as an aid to primary school teachers, this handbook presents a literature unit based on the children's book, "The Cat in the Hat" (Dr. Seuss). It begins with sample lesson plans, a unit planner, getting to know the book and author, and suggestions for using the unit activities. Next, a section offers unit activities focusing on unit management, including a rainy day bulletin board, and reading folders. The handbook then presents a section of unit activities focusing on language arts, including pocket chart rhyme card patterns, story questions, stick puppet patterns and activity ideas, context clues, and a reading wheel. The next section contains unit activities that focus on related curriculum, including math code, weather makes a difference, house rules, painting Seuss-style, and kites. Finally, the handbook offers a culminating activity, a Seuss-Award, and a bibliography. (SR)

ERIC_NO: ED334559
TITLE: Utilizing Tradebooks in the Elementary School: Considerations and Implications for Change.
AUTHOR: Huebsch, Winnie R.
DESCRIPTORS: Curriculum Development; Educational Change; Elementary Education; Inservice Teacher Education; *Reading Instruction; *Reading Material Selection; Reading Programs; *Whole Language Approach IDENTIFIERS: *Trade Books; Wisconsin
ABSTRACT: Since 1987, the school district of West Allis-West Milwaukee (Wisconsin) has reviewed and revised its elementary reading program based on the philosophy that spoken, read, and written language must flow naturally from the child, be used in meaningful ways to communicate real needs, and involve tradebooks. Numerous inservice presentations and meetings generated a rich flow of dialogue that has eased much of the discomfort which attends any major educational change. The basal reader has become but one component of a varied literature program. Increasingly, reading instruction has moved towards "whole-class" instruction. Trade books were chosen by a committee (with input from many staff members) and gradually introduced into the curriculum. Distribution and financial constraints remain the greatest challenges to the success of the tradebook program. Mandated district testing needs to become more consistent with the principles of whole language, literature-based instruction if it is to reflect appropriately the reading/language arts growth of the students in the district. (A list of the tradebooks used in the district and the tradebook evaluation guide are attached.) (RS)

ERIC_NO: ED308542
TITLE: Using Literature in the Elementary Classroom. Revised and Enlarged Edition.
AUTHOR: Stewig, John Warren, Ed.; Sebesta, Sam Leaton, Ed.
DESCRIPTORS: *Childrens Literature; Creative Dramatics; Elementary Education; Illustrations; *Language Arts; Picture Books; Reading Instruction; Reading Writing Relationship; Teaching Methods IDENTIFIERS: Trade Books; Whole Language Approach
ABSTRACT: This collection of seven essays focuses on the wealth of language learning possibilities that open up when teachers surround children with attractive and well-written books and know how to use them in imaginative ways. It reflects the current movement in elementary education toward child-centered teaching and integrating the language arts. Essays consist of: (1) "Reading to Learn about the Nature of Language" (A. Barbara Pilon); (2) "Using Picture Books for Reading Vocabulary Development" (Alden J. Moe); (3) "The Tradebook as an Instructional Tool: Strategies in Approaching Literature" (Helen Felsenthal); (4) "Book Illustration: Key to Visual and Oral Literacy" (John Warren Stewig); (5) "Reading Leads to Writing" (Richard G. Kolczynski); (6) "Creative Drama and Story Comprehension" (Mary Jett-Simpson); and (7) "Literature across the Curriculum" (Sam Leaton Sebesta). (MM)

ERIC_NO: ED303775
TITLE: Content-Area-Related Books Recommended by Children: An Annotated Bibliography Selected from "Children's Choice" 1975-1988.
AUTHOR: Webre, Elizabeth C.
DESCRIPTORS: Adolescent Literature; Annotated Bibliographies; Childhood Attitudes; *Content Area Reading; Elementary Secondary Education; Instructional Materials; Reading Interests; *Reading Material Selection
IDENTIFIERS: Book Selection Aids; *Content Area Teaching; Trade Books
ABSTRACT: This categorized 121-item annotated bibliography should prove useful to teachers in each of the content areas. The books listed are children's choices and are guaranteed to be informational and entertaining as students study math, health, science social studies, and the language arts. (RAE)

ERIC_NO: ED294210
TITLE: Integrating the Language Arts: Alternatives and Strategies Using Trade Books as Models for Student Writing.
AUTHOR: Meerson, Mary Lou
DESCRIPTORS: *Childrens Literature; Content Area Writing; Language Arts; Literary Devices; Literature Appreciation; Models; *Reading Writing Relationship; Teaching Methods; Writing Improvement; *Writing Instruction
IDENTIFIERS: Beginning Writing; *Trade Books; Writing Tasks; *Writing through Literature Instruction
ABSTRACT: Although teachers are often told to use literature as models for students' writing, they are rarely provided with specific suggestions on how, when, and why to use literature, or trade books, in their curriculum. Yet there are many situations in which the use of literature can be helpful to the novice writer. With pre-kindergarten or kindergarten children, teachers can help students build schema by writing books themselves. This type of schema building continues at all levels, and is assisted by books about books, such as "Harold and the Purple Crayon" and "Simon's Book." The technique of "copy change," using a story as the basis for writing a similar story, helps children develop their personal voice, and can be used at any level. For older students who are less confident of their writing ability, books such as "How To Write Secret Codes" and "How To Draw Cartoons" are effective in easing their anxiety by providing "how to" practice. Other suggestions for employing literature as a model for student writing include using trade books to teach literary devices ("The Diary of Anne Frank" for diaries, and "Science Experiments You Can Eat" for content area writing), and writing book extensions (prologues or epilogues for books, new stories for well-known characters, or changing the setting of a story). (An annotated bibliography of trade books is appended.) (MM)

ERIC_NO: ED414588
TITLE: 10 Ready-to-Go Book Report Projects: High Interest Projects That Help Every Student Create Meaningful
Responses to Favorite Books. Grades 4-8.
AUTHOR: Elmore, Rebekah; Gravois, Michael
DESCRIPTORS: Classroom Techniques; *Creative Writing; *Critical Reading; Critical Thinking; Intermediate Grades; Junior High Schools; Learning Strategies; Middle Schools; Student Development; Student Motivation; *Student Projects; Student Research
IDENTIFIERS: *Book Reports; *Trade Books
ABSTRACT: Intended for teachers of grades 4-8, this book is designed to challenge students to think critically about the books they are reading. Projects in the book incorporate creative writing skills and artistic and oral development. The book is designed so that teachers can choose the projects that best connect with their students' interests and abilities. Chapters contain notes to the teacher, requirements, graphic organizers, templates, rubrics, and activities to extend learning. Chapters are entitled: (1) Scrapbook Book Report; (2) Newspaper Book Report; (3) Biography Book Report; (4) Newbery Book Report; (5) Mobile Book Report; (6) Filmstrip Book Report; (7) Road-Map Book Report; (8) Tri-Fold Book Report; (9) Book Jacket Report; and (10) Pop-up Book Report. (CR)

ERIC_NO: ED369055
TITLE: Trade Books Used in the Teaching of Reading.
AUTHOR: Koals, Marie B.
LANGUAGE: English
DESCRIPTORS: Intermediate Grades; *Reading Instruction; *Reading Interests; *Reading Material Selection; Reading Research; Supplementary Reading Materials; *Teacher Attitudes
IDENTIFIERS: Pennsylvania; *Trade Books
ABSTRACT: A study identified a list of trade books that educators selected for use in their own classrooms and a list of factors that they considered to be the most important when selecting those books. Subjects, 486 educators who taught in grades 4, 5, or 6 in 45 public school districts and 15 private schools in southeastern Pennsylvania, identified two trade books they had selected and rated 26 factors as to their importance with respect to choosing trade books for classroom instruction. Results indicated that: (1) educators considered factors relating to the content of the book to be more important than the physical features; (2) they were aware that the subject matter should be of interest to the reader and at a level appropriate to the students' reading level and age; (3) they felt that their own review and reading of and materials used by their students was important; (4) students' age was rated as more important than their sex; (5) authors' names were rated as being of little importance; and (6) 88 books were chosen by more than three educators, and 208 were chosen by one or two respondents. Findings suggest that a wide variety of trade books are being chosen for teaching reading and that educators take the time to review and select books which will be appropriate for their classes. (Contains 10 references and two tables of data.) (RS)

ERIC_NO: ED371315
TITLE: Integrating Reading and Writing through Children's Literature. A Longwood Professional Book.
AUTHOR: Danielson, Kathy Everts; LaBonty, Jan
DESCRIPTORS: *Childrens Literature; *Class Activities; Elementary Education; Poetry; *Reading Instruction; *Reading Writing Relationship; Skill Development; Student Centered Curriculum; Student Evaluation; *Writing Instruction
IDENTIFIERS: Response to Literature; Trade Books
ABSTRACT: Focusing on ways in which literature can be used in the integration of reading and writing, this book is meant to help teachers prepare a literature-based classroom that encourages reading and writing. The book contains specific practical ideas and activities for organizing a reading/writing classroom, bibliographies of children's books at the end of each chapter, sample integrated webs, a separate chapter on poetry, and sample lessons throughout. Chapters in the book (each of which has extensive subdivisions) are: (1) Introduction; (2) Organizing a Literature-Based Reading-Writing Classroom; (3) Teaching Beginning Reading; (4) Teaching Reading Comprehension; (5) The Writing Process; (6) Writing in Response to Literature; (7) Poetry; (8) Teaching the Skills; and (9) Assessment. (RS)

ERIC_NO: ED323518
TITLE: Teaching Reading to Chapter One Pre-First Grade Students Using a Literature Based Approach.
AUTHOR: Nadler, Diane Leboe
LANGUAGE: English
DESCRIPTORS: Basal Reading; High Risk Students; Kindergarten; Language Experience Approach; Language Skills; Primary Education; Reading Achievement; *Reading Comprehension; *Reading Instruction; Reading Readiness; *Reading Strategies; Self Esteem; *Transitional Programs; *Whole Language Approach
IDENTIFIERS: Education Consolidation Improvement Act Chapter 1; *Trade Books
ABSTRACT: A literature based reading program was developed to improve reading comprehension skills of 14 students in a Chapter 1 pre-first grade class. Instead of using a basal reader for instruction, the students were exposed to trade or literature books, The reading strategies that were pre- and posttested were recognition of a sight vocabulary, recognition of the letters of the alphabet, and recognition of family rhyming words. The results indicated a marked improvement in reading comprehension as well as increased student self-esteem from success in reading. (Nineteen references and 18 appendixes containing testing instruments and results as well as a suggested list of appropriate trade books are attached.) (Author/KEH)

ERIC_NO: ED366913
TITLE: Teaching Reading Using Literature.
AUTHOR: Savage, John F.
DESCRIPTORS: *Childrens Literature; Class Activities; Elementary Education; Library Role; Multicultural Education; Oral Reading; Reading Comprehension; *Reading Instruction; *Reading Writing Relationship; Student Evaluation; Theory Practice Relationship; Vocabulary Development; Writing Instruction
IDENTIFIERS: *Emergent Literacy; Trade Books
ABSTRACT: Written for teachers who are moving toward a greater use of literature for reading and writing instruction, this book discusses planning and implementing a reading and writing program for pupils that uses literature as a major component in teaching children how to read. Chapters in the book contain boxed sections with practical suggestions for applying theory to practice, along with special sections that offer "food for thought" and resources such as book lists. Suggestions for in-class and field-based assignments follow each chapter. Chapters in the book are: (1) Literature and Literacy in the Elementary Classroom; (2) The World of Children's Literature; (3) Organizing and Managing a Literature-Based Program; (4) Early Literacy; (5) Word Study: Vocabulary and Learning to Read; (6) Reading Comprehension: Understanding Narrative Text; (7) Literacy across the Curriculum: Comprehending Expository Text; (8) The Role of the Library in a Literature-Based Program; (9) Sharing Literature through Oral Reading; (10) The Reading-Writing Connection; (11) Reading Instruction for Atypical Learners; (12) Multicultural Literature: Working with Diverse Learners; and (13) Assessing Literacy Development. A list of children's trade books and a list of cumulative references are attached. (RS)

ERIC_NO: EJ154008
TITLE: Trade Books for the Beginning Reader
AUTHOR: Mancall, Jacqueline Cooper
JOURNAL_CITATION: Drexel Library Quarterly; 12, 4, 20-31, Oct 76
DESCRIPTORS: *Beginning Reading; Books; Childrens Literature; *Library Material Selection; Library Research; Primary Education; Readability; *Reading Instruction; *Reading Material Selection
ABSTRACT: Survey of criteria and procedures used by children's book publishers in selecting beginning reading books.
Discusses relationship of these practices to the role of the media specialist in the teaching of reading. (KP)

ERIC_NO: EJ521302
TITLE: A Checklist for Choosing Nonfiction Tradebooks (Teaching Reading).
AUTHOR: Sudol, Peg; King, Caryn M.
JOURNAL_CITATION: Reading Teacher; v49 n5 p422-24 Feb 1996
DESCRIPTORS: Check Lists; *Content Area Reading; Elementary Secondary Education; *Nonfiction; *Reading Material Selection; Reading Materials
IDENTIFIERS: *Trade Books
ABSTRACT: Offers a checklist for classroom teachers who need a quick and efficient method for reviewing and evaluating nonfiction tradebooks for teaching content area subjects. (SR)

ERIC_NO: ED384852
TITLE: Improving Vocabulary of Second Grade Second Language Learners through a Read Aloud Program.
AUTHOR: Gunter, Dorothy L.
DESCRIPTORS: *Grade 2; Listening Comprehension; *Listening Skills; *Oral Reading; Primary Education; *Reading Aloud to Others; *Second Language Learning; Skill Development; Student Needs; *Vocabulary Development
IDENTIFIERS: *Nonnative Speakers; Trade Books
ABSTRACT: A practicum was designed to improve the oral/aural vocabulary which would eventually improve the reading vocabulary of second language learners. The practicum, implemented in a second grade by a media specialist who counted on the cooperation of the classroom teacher, consisted of a read-aloud program in which the students read daily from a variety of trade books. Subjects were 26 students who had already completed an English-as-a-Second Language program and were considered to be at an independent level in English. Pre- and posttests were administered which recommended reading and listening levels for a frustration, instructional, and independent level of instruction, as well as a writing vocabulary test. Flyers were developed for community speakers and school wide programs; and for recommended read-aloud lists for recently published titles for various age levels. Faculty members were encouraged to read aloud to their respective classes. "Buddy" readers were trained to read and listen to the participating second-grade class--each second grader had his/her own buddy. Other teachers also changed their attitudes on the importance of reading aloud. Data analysis revealed that students' oral/aural vocabulary and reading vocabulary increased, and the school principal has instituted a regular read-aloud portion to the existing reading program. (Contains 46 references. Appendixes include a read-aloud packet listing various genres and age-appropriate books, and a parent night notice in English and Spanish.) (NKA)

ERIC_NO: EJ466659
TITLE: Creating Experiences for Listening and Learning.
AUTHOR: Swafford, Jeanne; Paulos, Tamara
JOURNAL_CITATION: Reading Horizons; v33 n5 p401-17 1993
DESCRIPTORS: Elementary Education; *Elementary School Science; *Listening Skills; Oral Reading; *Science Instruction; Thinking Skills
IDENTIFIERS: Trade Books
ABSTRACT: Describes a listening experience that is part of a first-grade science unit. Notes that the listening experience facilitated active listening within the context of content learning. Suggests that the listening experience integrates science content, oral reading of a tradebook, and components of a Structured Listening Activity (SLA) to promote active listening and learning. (RS)

top of page

Email Pam Petty: ppetty@mwsi.net