This manuscript provides a rationale for classroom libraries and the need to include nonfiction with them. Guidelines for effective libraries, selecting nonfiction books, and strategies for promoting them are also shared. (Contains 2 figures.)

Although experts may debate the literary value of series books and bemoan readers' reluctance to move away from familiar characters and settings, the fact remains that they often draw reluctant readers to the printed word. There is no evidence that reading series books ruins the literary health or moral fiber of readers (Tunnell & Jacobs, 2008).…

Maintains that low achieving readers receive poorer quality instruction than their higher achieving peers. Suggests changes based on reading as an active process of constructing meaning from text. Provides examples of ways to foster collaboration and give students choices in reading and writing materials--activities that can result in improved…

Offers a rationale for making literature from diverse cultures an integral component of literacy instruction. Presents teachers with helpful resources they can use to learn about multicultural literature and how to weave it into the fabric of the curriculum. (RS)

Describes the content and pedagogy of a three-week unit using "Kwanzaa" to validate the Swahili roots of African American cultural heritage. Emphasizes that Kwanzaa is a holiday of principles that applies to all students by emphasizing community, purpose, and personal and collective action. (RS)

Describes reading response journals and discusses how and when they can be used to help students foster their ability to connect literature with their own lives and increase comprehension. (MG)

Explores the benefits of using Readers Theatre in the content areas. Discusses how to select and adapt text for Readers Theatre scripts and provides suggestions for rehearsal and performing of the scripts. (MG)

Discusses problems associated with ability grouping in reading, including issues related to group placement, inequality of instruction and treatment, and classroom management. Considers the affective consequences of grouping, and suggests alternatives to ability grouping in reading. (RS)