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

Argues against ritualized approaches to literature. Endorses four aesthetic teaching stances which vary the conversations that can occur between student and student, student and teacher, and student and literature, and which pursue a "playful" literature curriculum, value the unexpected, and allow conversations where children talk their…

Presents ideas for introducing poetry to children. Includes several poems by the author, a prominent British poet. (MM)

Discusses how myth may be applied in the classroom to the reading of a popular novel, Felice Holman's "Slake's Limbo." (MM)

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)

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

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)

Discusses the value of rhymes in developing children's concepts of story and pleasure in reading. (HOD)

Describes the use of 10 word picture books to enrich the language experience of young children and to motivate their reading. (HOD)

Provides examples of children's use of oral games and suggests that they are excellent material to establish the needed links between experience, speech, and the written word. (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)

Discusses various ways, with illustrative detail, of teaching poetry in the classroom. (HOD)

Offers ideas as starting points intended to help make poems more accessible to children. Suggests ideas for first encounters, sharing and presenting poems, becoming familiar with a poem, exploring a poem to increase comprehension, asking questions, collecting poems, and demystifying poetry. (HOD)