Suggests that children, even in early elementary grades, can grasp basic elements of children's literature using a spiralled sequence story curriculum, which helps them examine types of character, such as the trickster; elements of plot, such as the journey; and generally see patterns in the stories they read. (JC)

Discusses theories on the nature of irony and applies them to Lynd Ward's Caldecott Medal winning picture book, "The Biggest Bear." Concludes with illustrations of how these theories can be used in teaching ironic stories to third grade students. (HOD)

Examines relationships among children's fairy tales, the North American dream of going from rags to riches, the role of sports in North American society, and the uses and misuses of biographies written for young readers. (HOD)

Offers a practical demonstration of the conventions of children's literature. Discusses dragon lore and their parodies. Presents class activities related to such lore. (RS)

Maintains that people (both ancient and modern) use language shaped into stories to give meaning to their lives, to embody sacred truths, and to teach cultural values. Argues that, if children can be assisted in developing strategies for making stories mean, they will be helped to make stories meaningful, essential parts of their lives. (SR)