Trade Books in the Elementary Classroom
Greetings. The following materials are intended to provide an introduction to Trade Books in the Elementary Classroom. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Children's Book Council
ProTeacher! Trade books for elementary school teachers in grades K-6
NCSS Notable Social Studies Trade Books 2002
NSTA - Outstanding Science Trade Books for Children for 1999
Trade Books for Reducing Violence
Outstanding Science Trade Books for Children for 1997
Trade Books for Social Studies Themes and Concepts
Citations from the ERIC Database
AN: ED452528
AU: Barton,-James
TI: Teaching with Children's Literature. Bill Harp Professional Teachers Library.
PY: 2001
AV: Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062 (order #3017, $18.95). Tel: 800-934-8322 (Toll Free).
PR: Document Not Available from EDRS.
DEM: *Childrens-Literature; *Classroom-Environment; *Classroom-Techniques; *Literature-Appreciation; *Recreational-Reading
DER: Adolescent-Literature; Annotated-Bibliographies; Elementary-Education; Instructional-Effectiveness; Reader-Text-Relationship
AB: This book is designed to help teachers choose literature and create instructional materials for use with elementary and middle school students. The book offers teachers a number of instructional ideas to work with and to introduce them to children's texts that should be welcome in the classroom--some of this literature will be familiar to teachers, and the teaching approaches will be readily transferable to other texts. It sees the highest goal for teachers of literature as that of helping students learn to make the stories they read come alive. Chapters in the book are: (1) Setting the Context; (2) The Big Instructional Picture; (3) Choosing Wisely: Selecting Children's Literature for Your Classroom; (4) Making Reader/Text Connections; (5) Words and More: Teaching Vocabulary through Literature; (6) Comprehending Literature: Reading Is Thinking; (7) Talk and Writing: The Keys to Literature Discussion; (8) Making Content Area Connections; and (9) Life Long Readers: Encouraging Reading Enjoyment. A 47-item annotated literature bibliography is appended. Also contains an extensive trade book bibliography, as well as lists of musical references, academic references, and other resources. (NKA)
AN: EJ623939
TI: Outstanding Science Trade Books for Children--2001: Books Published in 2000.
PY: 2001
SO: Science-and-Children; v38 n6 p27-34 Mar 2001
DEM: *Reading-Materials; *Science-Education
DER: Archaeology-; Biographies-; Biological-Sciences; Ecology-; Elementary-Education; Environmental-Education; Middle-Schools; Technology-
AB: Lists outstanding science trade books published in 2000. Explains the selection process and places the books into categories including: (1) Archaeology, Anthropology, and Paleontology; (2) Biography; (3) Earth and Space Science; (4) Environment and Ecology; (5) Life Science; (6) Physical Science; (7) Science-Related Careers; and (8) Technology and Engineering. (YDS)
AN: EJ623937
AU: Rice,-Diana-C.; Dudley,-Ann-P.; Williams,-Christy-S.
TI: How Do You Choose Science Trade Books?
PY: 2001
SO: Science-and-Children; v38 n6 p18-22 Mar 2001
DEM: *Childrens-Literature; *Reading-Materials; *Science-Education; *Thinking-Skills; *Writing-Composition
DER: Elementary-Education; Inquiry-; Instructional-Materials; Misconceptions-; Scientific-Literacy; Skill-Development; Textbooks-
AB: Compares textbooks and trade books for elementary grade levels. Recommends integrating trade books into hands-on science during the introduction of terms and examples. Points out the role of book content on elementary students' concept formation. Makes recommendations for selecting the right books for teaching science. (YDS)
AN: EJ617808
AU: Murphy,-Stuart-J.
TI: Children's Books about Math: Trade Books That Teach.
PY: 2000
SO: New-Advocate; v13 n4 p365-74 Fall 2000
DEM: *Childrens-Literature; *Mathematics-Instruction
DER: Elementary-Education; Reading-Material-Selection; Reading-Materials
AB: Argues that math stories engage children and connect mathematical ideas to students' own personal experiences; that such books provide learning opportunities for children with different learning styles; and that children advance not only their mathematics skills but their critical thinking, language arts, and comprehension skills through such books. Recommends 27 math story books. (SR)
AN: EJ616144
TI: Children's Choices for 2000.
PY: 2000
SO: Reading-Teacher; v54 n2 p191-205 Oct 2000
DEM: *Adolescent-Literature; *Childrens-Literature
DER: Annotated-Bibliographies; Elementary-Education; Reading-Material-Selection; Reading-Materials
AB: Presents brief annotations of 100 children's and young adults' trade books (published in 1999) chosen by 10,000 school children across the United States as the books that they like best. Groups books by reading levels: for beginning, young, intermediate, and advanced readers. Offers tips for parents, primary caregivers, and educators. (SR)
AN: ED447470
AU: Rasinski,-Timothy-V., ed.; Padak,-Nancy-D., ed.; Church,-Brenda-Weible, ed.; Fawcett,-Gay, ed.; Hendershot,-Judith, ed.; Henry,-Justina-M., ed.; Moss,-Barbara-G., ed.; Peck,-Jacqueline-K., ed.; Pryor,-Elizabeth, ed.; Roskos,-Kathleen-A., ed.
TI: Developing Reading-Writing Connections: Strategies from "The Reading Teacher."
CS: International Reading Association, Newark, DE.
PY: 2000
AV: International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($19.95). Web site: http://www.reading.org.
PR: EDRS Price MF01/PC08 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED447470
DEM: *Childrens-Literature; *Classroom-Techniques; *Language-Arts; *Literacy-; *Reading-Writing-Relationship
DER: Elementary-Education; Instructional-Effectiveness; Learning-Strategies; Preschool-Education; Reading-Instruction; Writing-Instruction
AB: Using literature in the classroom yields rewards. Literature for children is being recognized as increasingly important in children's literacy development. The ideas, resources, and activities offered in this collection of 43 articles published in "The Reading Teacher" from 1993 to 1999 provide strategies that are engaging and effective for all students in developing the reading-writing connection. Articles included in the collection are: "A Checklist for Choosing Nonfiction Trade Books" (Peg Sudol and Caryn M. King); "Creating and Using a Database of Children's Literature" (Alice P. Wakefield); "On Time and Poetry" (Joanne Durham); "Text Sets: One Way To Flex Your Grouping--In First Grade, Too!" (Michael F. Opitz); "Come Alive Stories" (Elizabeth J. Dewey); "Authors Are a Big Deal" (Ally McArdle and Mary Buchholz); "Author Birthday Celebration: (Lauren J. Behar); "More Predictable Books: Gateways To a Lifetime of Reading" (Marianne C. Saccardi); "Cultural Diversity + Supportive Text = Perfect Books for Beginning Readers" (Michael F. Opitz); "Exploring Bias Using Multicultural Literature for Children" (Jim Barta and Martha Crouthers Grindler); "'Monstruos,' 'Pesadillas,' and Other Frights: A Thematic Unit" (Carol Evans); "Defining the 'Multi' in 'Multicultural' through Children's Literature" (Lara L. Hillard); "Internationalism in Danish Children's Literature" (Mary E. Blake and W. Gale Breedlove); "Introducing Art History through Children's Literature" (Rita Greco); "Activities from a Tall Tales Unit" (Jaynie Nesmith); "Promoting World Peace and Understanding: The Batchelder Award-Winning Books" (Rosie Webb Joels and Jackie K. Barnette); "Choosing Picture Books about Ecology" (Audrey Rule and Joan Atkinson); "Using Children's Books as an Intervention for Attention-Deficit Disorder" (Beth Fouse and Jane Ann Morrison); "Readers' Workshop in a Kindergarten Classroom" (John W. Bryan); "Caldecott Medal Books and Readability Levels: Not Just 'Picture' Books" (Julia Chamberlain and Dorothy Leal); "A Newbery Medal-Winning Combination: High Student Interest Plus Appropriate Readability Levels" (Dorothy J. Leal and Julia Chamberlain-Solecki); "Should We Travel by Plane, Car, Train, or Bus? Teacher/Child Collaboration in Developing a Thematic Literacy Center" (Carolyn Ann Walker, Donna Allen and Debbie Glines); "Emerging Literacy: Message Boards in Preschool" (Barbara Laster and Betty Conte); "Encouraging Young Students To Use Interesting Words in Their Writing" (Megan S. Sloan); "The Important Thing: Connecting Reading and Writing in the Primary Grades" (Karl A. Matz); "Reading and Creating Counting Books" (Joan C. Fingon); "Partner Writers: A Shared Reading and Writing Experience" (Lyn Bajtelsmit and Helen Naab); "Navigating the Writing Process: Strategies for Young Children" (Candace C. Poindeter and Irene R. Oliver); "An Author's Storyboard Technique as a Prewriting Strategy" (Suzanne L. Harrington); "What's in a Name?" (Sandy K. Biles); "Fairy Tales--A Vehicle of Literacy" (Maggie Hoagland); "Phantasy Phacts: Creative Writing from Another Perspective" (Roman Taraban and Cynthia Orengil); "Form Poems for Tired Words" (Terry Henkelman); "Surprise Me: The Poetry of Wet Paint" (David M. Salyer); "Choose-Your-Own Writing" (Dian G. Smith); "Writing to Music" (Linda George Scott); "Beyond the Classroom: Publishing Student Work in Magazines" (Karen Bromley and Diane Mannix); "Beyond the Classroom: Publishing Student Work in Newspapers" (Karen Bromley and Diane Mannix); "Student Portfolios: Building Self-Reflection in a First-Grade Classroom" (Lindy Vizyak); "Readers Theatre and the Writing Workshop: Using Children's Literature to Prompt Student Writing" (Loretta T. Stewart); "Students as Authors" (Anita Rinehart Nedeff, Nancy Brady, Barbara Maxwell, Ruth Oaks and Mary Anne Seckel); "Nancie, You Lied! With Special Thanks to Nancie Atwell" (Dianne Dodsworth); and "Enhancing Reading and Writing through Competitions" (Frances A. Karnes and Tracy L. Riley). Individual papers contain references. (NKA)
AN: ED440867
AU: Donovan,-Carol-A.; Smolkin,-Laura-B.
TI: Reading in Elementary Science Instruction: An Examination of Teachers' Trade Book Selections.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440867
DEM: *Science-Instruction; *Science-Teachers; *Teacher-Attitudes; *Textbook-Selection
DER: Elementary-Education; Resource-Materials; Textbooks-
AB: Although teachers have been encouraged to use tradebooks as part of the science curriculum, not much is known about the factors--including teachers' assumptions--that influence the decisions about the books they choose to use. This paper explores some of these issues by asking groups of elementary school teachers to choose from a large set of science books they plan to use. The assumptions and findings of this study reveal some of the teachers' choices concerning science, children, and books. Reasons for these assumptions, their possible outcomes, and ways to move beyond them are also discussed. Contains 41 references. (CCM)
AN: EJ602542
TI: Notable Social Studies Trade Books for Young People, 1999.
PY: 1999
SO: Social-Education; v63 n4 ps1-16 May-Jun 1999
DEM: *Adolescent-Literature; *Childrens-Literature; *Instructional-Materials; *Reading-Materials; *Social-Studies
DER: Academic-Standards; Annotated-Bibliographies; Books-; Curriculum-Enrichment; Elementary-Education; Instructional-Material-Evaluation; Reading-Material-Selection
AB: Presents an annotated bibliography of trade books for children in grades K-8 that emphasize human relations, sensitivity to cultural experiences, originality, high literacy quality, and a pleasing format. Explains that the books are arranged by categories and subthemes. Indicates the thematic strands of social studies curriculum standards that relate to each book. (CMK)
AN: EJ596918
TI: Teachers' Choices for 1999.
PY: 1999
SO: Reading-Teacher; v53 n3 p249-55 Nov 1999
DEM: *Adolescent-Literature; *Books-; *Childrens-Literature; *Reading-Materials
DER: Annotated-Bibliographies; Elementary-Secondary-Education; Reading-Material-Selection
AB: Offers brief descriptions of 30 recently published outstanding trade books for children and adolescents that teachers find to be exceptional in curriculum use. Groups the books into primary, intermediate, and advanced levels, and offers suggestions for curriculum use for each one. (SR)
AN: EJ594694
AU: Young,-Terrell
TI: Master Class: Children's Literature and Mathematics--an Unhealthy Alliance?
PY: 1999
SO: Journal-of-Children's-Literature; v25 n1 p70-71 Spr 1999
AV: Children's Literature Assembly of the National Council of Teachers of English, The Ohio State University, School of Teaching and Learning, 333 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172.
NT: Theme: A Global Perspective--Children's Literature in an International Context.
DEM: *Childrens-Literature; *Instructional-Effectiveness; *Instructional-Innovation; *Mathematics-; *Textbooks-
DER: Elementary-Education
AB: Responds to current interest in the integration of children's literature and mathematics. Suggests that although using trade books instead of textbooks in teaching math holds promise, it is potentially negative. Concludes that aligning children's literature and math has the potential to help children better understand and appreciate both literature and mathematics. (SC)
AN: ED434058
AU: Hickey,-M.-Gail
TI: Bringing History Home: Local and Family History Projects for Grades K-6.
PY: 1999
AV: Longwood Division, Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02494-2310 ($24.99); Tel: 800-278-3525 (Toll Free); Web site: www.abacon.com.
PR: Document Not Available from EDRS.
DEM: *Cultural-Context; *Family-History; *Local-History; *Social-Studies; *Student-Projects
DER: Elementary-Education; History-Instruction; Instructional-Effectiveness; Learning-Activities; Student-Motivation; United-States-History
AB: This book aims to motivate children to learn about history and social studies by beginning with what they already know--from home life, family life, ethnic/cultural life--and then building on that personal knowledge by adding information from family and community resources. The book includes activities that can help the teacher show students that history is not only about the past but also about all people and their families, communities, and living history. The activities and resources can be adapted, adjusted, updated, and personalized. Resources include annotated bibliographies of children's trade books related to family history topics and local/community history topics; a comprehensive list of contacts (by state) for additional information and assistance with conducting genealogical study. The book emphasizes diversity and the most current theories of teaching and learning. It takes a child's experiences within the home, the school, and the community and places them directly in the framework of the classroom curriculum; it is based on the idea that when teachers use strategies and plan lessons that build on prior knowledge by incorporating each child's own cultural learning and experiences, children are empowered as learners. (BT)
AN: ED426923
AU: Sanchez,-Tony-R.
TI: Heroes, Values, and Transcending Time: Using Trade Books To Teach Values.
PY: 1998
NT: Paper presented at the Ackerman Conference for Democratic Citizenship (West Lafayette, IN, July 18, 1998).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED426923
DEM: *Citizenship-Education; *Curriculum-Enrichment; *United-States-History; *Values-Education
DER: Cultural-Context; Elementary-Secondary-Education; Social-Studies; Student-Needs
AB: This paper traces the apparent disillusionment of current American society as attributed to alleged misguided values and the neglect of effective citizenship education. Acknowledging that the schools' attempts at values education have encountered problems, this is still a mission of social studies education. The paper examines the spirit of heroism as an important step in teaching/promoting the values of effective citizenship and promotes utilizing the depth and accuracy of commercial trade books to supplement the limited conventional textbook. Six selected trade books by Milton Meltzer and Russell Freedman note the commonality and continuity of values demonstrated by six "traditional" American heroes. Contains 14 notes and 4 references. (Author/BT)
AN: EJ568029
TI: Notable Children's Trade Books in the Field of Social Studies, 1998.
PY: 1998
SO: Social-Education; v62 n4 pS1-S15 Apr-May 1998
DEM: *Adolescent-Literature; *Childrens-Literature; *Reading-Material-Selection; *Social-Studies
DER: Annotated-Bibliographies; Educational-Resources; Elementary-Secondary-Education; Instructional-Materials; Interdisciplinary-Approach; Supplementary-Reading-Materials
AB: Presents an annotated bibliography of children and young adult's books notable for their emphasis on human relations, sensitivity to cultural diversity, originality, scholarship, and high literary quality. The books are arranged by categories and themes and keyed for their usefulness in implementing thematic strands of social-studies curriculum standards. (MJP)
AN: EJ556709
AU: Moss,-Barbara; Leone,-Susan; Dipillo,-Mary-Lou
TI: Exploring the Literature of Fact: Linking Reading and Writing through Information Trade Books.
PY: 1997
SO: Language-Arts; v74 n6 p418-29 Oct 1997
NT: Theme: Opening Up Children's Literature.
DEM: *Childrens-Literature; *Expository-Writing
DER: Class-Activities; Elementary-Education; Reading-Comprehension; Reading-Improvement; Reading-Instruction; Reading-Writing-Relationship
AB: 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)
AN: EJ554673
AU: Banaszak,-Ronald-A.; Banaszak,-Mary-K.
TI: Trade Books for Reducing Violence.
PY: 1997
SO: Social-Education; v61 n5 p270-71 Sep 1997
DEM: *Interdisciplinary-Approach; *Juvenile-Gangs; *Reading-Materials; *Violence-; *Youth-Problems
DER: Adolescent-Literature; Annotated-Bibliographies; Childrens-Literature; Elementary-Secondary-Education; Fiction-; Instructional-Materials; Nonfiction-; Social-Studies
AB: Presents an annotated bibliography of 22 trade books that deal with violence and its consequences. The books have been chosen for their power in dealing with tough subjects forthrightly and without compromise. Includes fiction and non-fiction suitable for intermediate (grades 3-5), middle (grades 6-8), and advanced (grades 9-12) levels. (MJP)
AN: EJ549848
AU: Andersen,-Doreen-A.; and-others
TI: 1997 Notable Children's Trade Books in the Field of Social Studies.
PY: 1997
SO: Social-Education; v61 n4 ps1-ps16 Apr-May 1997
DEM: *Childrens-Literature; *Instructional-Material-Evaluation; *Interdisciplinary-Approach; *Reading-Material-Selection; *Social-Studies
DER: Adolescent-Literature; Annotated-Bibliographies; Books-; Curriculum-Enrichment; Elementary-Secondary-Education; Instructional-Materials; Reading-Materials; Recreational-Reading; Supplementary-Reading-Materials
AB: Presents an annotated bibliography of children and young adult's books notable for their emphasis on human relations, sensitivity to cultural diversity, originality, scholarship, and high literary quality. The books are arranged by categories and themes and keyed for their usefulness in implementing thematic strands of social studies curriculum standards. (MJP)
AN: ED406170
AU: Rice,-Diana-C.; Snipes,-Christy
TI: Children's Trade Books: Do They Affect the Development of Science Concepts?
PY: 1997
NT: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March 23, 1997).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Childrens-Literature; *Concept-Formation; *Prior-Learning; *Reader-Text-Relationship; *Scientific-Concepts
DER: Books-; Constructivism-Learning; Elementary-Education; Interdisciplinary-Approach; Marine-Biology; Science-Activities; Science-Instruction
AB: The purpose of this research study was to explore the effects of children's trade books on the development of science concepts. The two objectives of this exploratory study were to determine whether children's ideas about specific science concepts change when trade books containing information about those concepts are read to them, and characterize any such changes toward the development of more scientifically valid concepts as positive. The questions which guide the study pertain to prior knowledge, the role of trade books in concept formation, and the nature of the changes in students ideas. The instructional topic of whales is represented in five trade books that are used in the study. For each book, a set of true-false questions is read aloud to students with students recording responses on a prepared answer sheet. The results of the study indicate that the use of trade books may facilitate or interfere with learning and that teacher knowledge and understanding are required for effective use of these books in science instruction. Contains 30 references. (DDR)
AN: ED404640
TI: Using Nonfiction Effectively in Your Classroom, Grades 1-6.
PY: 1995
AV: Grolier Classroom Publishing, Sherman Turnpike, Danbury, CT 06816 ($7).
PR: Document Not Available from EDRS.
DEM: *Nonfiction-; *Reading-Materials
DER: Class-Activities; Elementary-Education; Inquiry-; Reading-Material-Selection; Reading-Skills; Research-Skills
AB: Suggesting that now is the time to begin developing the skills and strategies to handle the wealth of information available, this booklet shows teachers how to use a variety of nonfiction trade books to help students in grades 1-6 question, acquire, and use information. The booklet's introductory section describes nonfiction trade books' additional benefits, including promoting discovery, broadening students' background knowledge and interests, encouraging authentic learning, and building critical reading skills. Additional sections of the booklet address criteria for selecting nonfiction trade books; easy ways to use nonfiction books in the classroom; using graphic organizers with nonfiction trade books; inquiry, investigation, an research skills; and activities and projects. Contains four reproducible blackline masters and a 7-item bibliography of professional books for using nonfiction effectively. (RS)
AN: EJ536773
AU: Marra,-Danielle-A.
TI: Teaching to the National Geography Standards through Children's Picture Books.
PY: 1996
SO: Journal-of-Geography; v95 n4 p148-52 Jul-Aug 1996
DEM: *Academic-Standards; *Geography-Instruction; *Instructional-Innovation; *Picture-Books; *Reading-Materials
DER: Childrens-Literature; Elementary-Education; Geography-; Instructional-Effectiveness; Social-Studies; Teaching-Methods
AB: Reviews the six essential elements of the National Standards for Geography and demonstrates how children's books can teach them. Each element and a particular standard are applied to a specific picture book. Briefly reviews the standards and what knowledge they incorporate. (MJP)
AN: EJ536752
AU: Sullivan,-Jo
TI: Real People, Common Themes: Using Trade Books To Counter Stereotypes.
PY: 1996
SO: Social-Education; v60 n7 p399-401 Nov-Dec 1996
DEM: *Adolescent-Literature; *Childrens-Literature; *Cultural-Pluralism; *Multicultural-Education; *Reading-Material-Selection
DER: Consciousness-Raising; Cross-Cultural-Training; Cultural-Awareness; Elementary-Secondary-Education; Social-Studies; Stereotypes-; Supplementary-Reading-Materials; Teaching-Methods
AB: Advocates introducing children to other cultures through the use of trade books illustrating social studies themes. Outlines ways to build a better understanding of cultures through interest created by accurate and well-written books. Briefly reviews three books for the elementary, intermediate, and young adult audience. (MJP)
AN: EJ530098
AU: Kim,-Cathy-Y.; Garcia,-Jesus
TI: Diversity and Trade Books: Promoting Conceptual Learning in Social Studies.
PY: 1996
SO: Social-Education; v60 n4 p208-11 Apr-May 1996
DEM: *Concept-Teaching; *Interdisciplinary-Approach; *Multicultural-Education; *Social-Problems; *Social-Studies
DER: Annotated-Bibliographies; Concept-Formation; Cultural-Pluralism; Current-Events; Elementary-Secondary-Education; Empathy-; Homeless-People; Learning-Activities; Literature-; Poverty-; Reading-Materials; Selection-; Social-Responsibility
AB: Argues that literature-based social studies provide personal perspectives for examining essential social studies concepts and generalizations. Includes lesson sequences utilizing trade books to teach about poverty, hope, and involuntary relocation for primary, middle, and secondary school students. Briefly describes the books mentioned and includes extension activities. (MJP)
AN: ED390025
AU: Johst,-Lee-Ann-Lannom
TI: The Use of Multicultural Trade Books in the Elementary Curriculum.
PY: 1995
NT: M.S. Project, State University of New York, College at Oswego.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED390025
DEM: *Childrens-Literature; *Content-Area-Reading; *Elementary-School-Curriculum; *Multicultural-Education
DER: Annotated-Bibliographies; Elementary-Education
AB: As teachers incorporate multiculturalism into the curriculum and continue with a literature-based approach, the need to identify multicultural literature becomes greater. Based on this teaching method and the incorporation of multiculturalism, an effective tool to help teachers is an annotated bibliography of multicultural content-area trade books. With a bibliography such as this, teachers are able to incorporate multicultural literature in all areas of the elementary curriculum. A project to develop such a bibliography began by identifing criteria used to select titles. Violet Harris's definition of multicultural literature provided the concise description needed. The second stage if the project was to identify titles to review and compare against the criteria. Titles were identified through journal articles, bibliographies, and browsing library shelves. Approximately 175 titles were read and compared against the criteria and a decision made whether to include them in the annotated bibliography. Finally, a draft copy of the annotated bibliography was given to five elementary teachers for their review. Based on their comments, suggested grade levels were added to each bibliographic entry. Appendixes present the 175-item annotated bibliography of multicultural content-area trade books published between 1985 and 1995, an introduction letter to reviewers, a survey instrument for teachers, and a survey instrument for librarians. Contains 30 references. (Author/RS)
AN: ED387818
AU: Rosberg,-Merilee
TI: Using Children's Literature in the Classroom.
PY: 1995
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED387818
DEM: *Childrens-Literature; *Reading-Assignments; *Reading-Programs; *Student-Participation; *Teacher-Role
DER: Elementary-Education; Instructional-Effectiveness; Reading-Aloud-to-Others; Reading-Attitudes; Student-Centered-Curriculum; Thematic-Approach; Writing-Composition
AB: One approach to helping children to become literate is to use good children's literature in the classroom. Children's trade books are now available on a variety of topics. Many of them are traditional stories, but more authors are also writing historical fiction, biographies, and science books. This variety of materials allows the teacher to use literature as a framework for teaching. There are several components to a literature-based program. First, the teacher could read aloud to the children on a daily basis and include a variety of topics and genres. Second, daily sustained silent reading could be a part of every classroom. The third component might be "sharing time." Children need opportunities to share reactions to books orally. After reading, children can get together in small groups or in pairs to discuss their reactions. Another way to share books is through booktalks, in which a student might give a quick summary of some books and/or discuss some of the similarities and differences among them. Students may also share written responses to books. Developing a theme using children's books is also an effective means of introducing literature into the classroom. Several examples of how books can be grouped around particular themes shows the variety of possibilities available to teachers today. (A 24-item list of children's books is appended.) (TB)
AN: ED384042
AU: Walley,-Carl-W.; Walley,-Kate
TI: Integrating Literature in Content Areas: Professional's Guide.
PY: 1995
AV: Teacher Created Materials, Inc., 6421 Industry Way, Westminster, CA 92693 (TCM 843: $8.95).
PR: Document Not Available from EDRS.
DEM: *Childrens-Literature; *Content-Area-Writing; *Curriculum-Development; *Instructional-Effectiveness; *Integrated-Curriculum; *Whole-Language-Approach
DER: Class-Activities; Elementary-Education; Holistic-Approach; Student-Motivation; Teacher-Role; Thematic-Approach
AB: 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 references. (NKA)
AN: ED353570
AU: Thames,-Dana-G.; Reeves-Kazelskis,-Carolyn
TI: Effects of Individualized, Integrated Language Arts Instruction on the Attitudes of Poor Readers.
PY: 1992
NT: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, November 10-13, 1992).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED353570
DEM: *Integrated-Activities; *Language-Arts; *Reading-Attitudes; *Reading-Difficulties; *Student-Attitudes; *Writing-Attitudes
DER: Analysis-of-Covariance; Basal-Reading; Elementary-Education; Elementary-School-Students; Individualized-Instruction; Instructional-Effectiveness; Public-Schools; Reading-Achievement; Reading-Research; Sex-Differences
AB: A study explored the effects of individualized, integrated language arts instruction on the attitudes of poor readers. A total of 63 elementary students participated in the study, 33 in the treatment group and 30 in the comparison group. Twice a week for a period of 12 weeks, the treatment group received reading instruction which incorporated listening, speaking, reading, and writing activities based on their interests and trade books; the comparison group received basal reading instruction. The Student Attitude Inventory was used as the pre- and post-measure. Results of groups-by-grade-level and groups-by-gender analyses of covariance using the attitude pre-measure as the covariate indicated a significant groups-by-grade-level interaction effect for self-perceptions as learners, a significant main effect for gender on the reading subarea, and a significant main effect for gender on total attitude scores. Treatment group students in the upper grades had higher self-perceptions as learners than did students in the lower grades, while comparison group students' self-perceptions were not affected. There were no significant effects on attitudes toward the subareas of listening, speaking, and writing. Findings suggest support for individualized instruction which includes the use of trade books related to students' interests in an integrated language arts approach. (Seventy references are attached.) (Author/RS)
 Teach A Child To Read With Children's Books |
Other Resources (available either for sale or via interlibrary loan)
Title: Science and technology for children literature links: children's science trade books published in 1998-1999
Year: 2000
Publisher: [Burlington, N.C.]: Carolina Biological Supply Company,
Title: Parent's guide to literacy for the 21st century: pre-K through grade 5
Author: Hydrick, J.
Year: 1996
Publisher: Urbana, Ill.: National Council of Teachers of English
Title: The use of multicultural trade books in the elementary curriculum
Author: Johst, L. A. L.
Year: 1995
Publisher: Oswego, NY: State University of New York, College of Arts and Science, School of Education
Title: Macmillan/McGraw-Hill science. Library trade books.
Year: 1995
Publisher: New York: Macmillan/McGraw-Hill
Title: Using nonfiction effectively in your classroom
Year: 1995
Publisher:S.I.: Grolier Classroom Pub. Co.,
Title: Children's literature & social studies: selecting and using notable books in the classroom Author: Zarnowski, M. & Gallagher, A. F.
Year: 1993
Publisher: Dubuque, Iowa: Kendall/Hunt Pub
Title: Choosing and using trade books in the classroom
Author: Thompson, G.
Year: 1991
Publisher: New York: Scholastic
Title: Time out for books Guide: teaching with trade books.
Year: 1991
Publisher: Needham, Mass.: Silver Burdett & Ginn,
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