Argues that folklore goes beyond plastic toys and popular media symbols to share the humanness of a people. Suggest ways to use Polynesian folklore (nature fables, tales, and legends) to deepen children's understanding of Polynesian culture. Reviews specific stories, references juvenile collections, and offers classroom activities. (SR)

Examines and describes the intertextual connections made by young children in several primary classrooms in order to identify (1) the interpretive moves afforded by these connections, and (2) how these connections developed the children's literary understanding. Outlines some approaches to the topic of intertextuality and relative research. Draws…

Considers how teachers can use their classrooms to prepare students to respond to a diversity of social concerns in this world. Discusses how teachers can help children see the connections between learning and their life experiences. Presents two children's picture books that reflect social issues, "Way Home" by Libby Hathorn, and "Smoky Night" by…

Explores the appeal of historical fiction for young readers and describes its place within any school curriculum. Describes a project in Dorset Middle Schools which used historical fiction to teach medieval history and English. Notes that students' historical thinking was improved, their knowledge of medieval world advanced, and their writing was…

Provides a list of possible investigations that can be usefully carried out by the teacher in the classroom. (HOD)

Explores ways that science fiction can be used in the classroom in discussions of world affairs, social studies, and science. (HOD)

Describes 24 activities for encouraging response to literature, designed for individual work and for classroom work with pairs, small groups, or the whole class. (GT)

Analyzes Robert Cormier's "The Chocolate War" and offers seven suggestions for classroom activities involving study of the book. (GT)

Discusses Jan Mark's "Thunder and Lightnings" and offers the teacher various approaches to teaching the book in the classroom. (HOD)

The development and selection of meaningful activities associated with literature must take into account the nature of the work, the maturity of the children and the manner in which the story is presented. Activities for literary appreciation must send the child back into the work for reconsideration. (HOD)

Describes how one school developed six literature-based explorations involving an author of children's books that was intended to develop children's imaginations. (HOD)

Suggests activities that are intended to help children understand and become more familiar with the legends and myths that are read to them. Argues that the study of classical myths and legends should be part of the English curriculum. (HOD)

Describes imaginative ways to teach "A Wizard of Earthsea," a fantasy novel by Ursula LeGuin, with teaching time limited to one hour a week for six weeks. (HOD)

Explains how large diagrammatic charts can involve elementary school students in class discussions of literature. (HOD

Argues that wordless books allow prereading children to create their own stories, enhance vocabulary acquisition, help children develop "top to bottom" and "right to left" concepts, and promote observation, sequential, visual, and inferential thinking. Describes several ways to use wordless books. Includes bibliography of 36 wordless books. (SR)