Descriptor
Children | 2 |
Literature Appreciation | 2 |
Poetry | 2 |
Teacher Role | 2 |
Bibliographies | 1 |
Childrens Literature | 1 |
Class Activities | 1 |
Culture | 1 |
Curriculum Enrichment | 1 |
Early Childhood Education | 1 |
Elementary Education | 1 |
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Childhood Education | 4 |
Author
Harms, Jeanne McLain | 4 |
Lettow, Lucille J. | 4 |
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Journal Articles | 4 |
Opinion Papers | 4 |
Book/Product Reviews | 1 |
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Peer reviewed
Harms, Jeanne McLain; Lettow, Lucille J. – Childhood Education, 1988
Summarizes and reviews newer works of nine writers and illustrators for children. Describes the writing as fresh, innovative, and addressing interests and concerns of today's children. Praises the illustrations, which represent a wide variety of styles, techniques, and subject matter, as among the best to ever appear in children's books.…
Descriptors: Bibliographies, Childrens Literature, Fiction, Humanities
Peer reviewed
Harms, Jeanne McLain; Lettow, Lucille J. – Childhood Education, 1986
Maintains that teachers' use of classroom poetry provides opportunities for children to respond to ideas, feelings, and events. Examples illustrate how poetry offers readers/listeners invitations to participate: invitations to identify with others, gain new perspectives, retell stories, move with the sound of language, and respond to one's own…
Descriptors: Class Activities, Elementary Education, Elementary School Students, Language Arts
Peer reviewed
Harms, Jeanne McLain; Lettow, Lucille J. – Childhood Education, 1989
Discusses the way in which poetry offers experiences with the unexpected through the element of surprise. Discusses ways in which poetry addresses concepts in social studies and sciences. (RJC)
Descriptors: Children, Curriculum Enrichment, Emotional Response, Haiku
Peer reviewed
Harms, Jeanne McLain; Lettow, Lucille J. – Childhood Education, 1996
Claims that readers can conduct dialogue with many inner audiences through reading, and readers who manage to do so are likely to develop more sophisticated strategies for learning. Describes different kinds of dialogues, specifically, dialoging with reader's experience, with the author/illustrator, with genre, with problems, and with culture.…
Descriptors: Children, Culture, Early Childhood Education, Independent Reading