In a project-based learning approach, students work over an extended time period for a purpose beyond satisfying a school requirement--to build something, to create something, to respond to a question they have, to solve a real problem, or to address a real need. For example, students might work to plan, plant, and cultivate a garden to help feed…

Nonfiction resources contain so much more information than any one--student or teacher--can possibly hold. Much of the knowledge of our society is accumulated in nonfiction texts. Nonfiction can answer many of the questions that young children have every day and can raise many new questions as well. In this article, the author explains some of the…

Although scholars have called for greater attention to informational texts in the early grades for some time, there have been few data available about the degree to which informational texts are actually included in early grade classrooms, and in what ways. This study provides basic, descriptive information about informational text experiences…

Reports on genres found at home and at school for two groups of young children from low socioeconomic status background. Notes that children learn about literacy at home and at school. Contends that being aware of genres young children encounter at home and at school offers opportunities to bridge home and school literacies and enhance children's…

Presents case studies of two struggling reader/writers who found a "way in" to the world of literacy through nonnarrative texts. Argues for greater attention to nonnarrative in early literacy education. (SR)