A Colorado elementary school has developed reading units for the intermediate grades using novels written for children. Classes range from those in which one novel is taught per year to those in which novels form the entire reading program. These novel presentations are guided experiences, much the same as developmental reading lessons in most basal series. Specifically, teachers build background for each chapter, introduce new vocabulary that students will be unable to decode using context, give a reason for reading, and assign the chapter to be read silently. Following silent reading, teachers discuss the chapter orally, or assign the students higher level comprehension questions to be answered on paper. Most often, these questions are designed using Bloom's Taxonomy, and are of an inferential rather than a literal level of interpretation. Reading skill work, such as vocabulary development and decoding skills, appreciation of style, technique, and plot development can be addressed using the novels, while the language usage skills of the basal materials can be addressed during a separate language period so they do not detract from the reading time. The possibilities for interdisciplinary activities, such as tracing a voyage or studying the locale of a particular story, are limitless. Students can also compose their own study questions using Bloom's Taxonomy. (Chapter questions for a suggested novel and a list of appropriate titles and their recommended readability levels are included.) (HTH)