This column explores the research that investigates teaching children with informational texts, which is a growing concern and focus in Common Core State Standards (CCSS.) The authors highlight empirical data that study the use of informational texts with young learners. The article is foregrounded in four key findings: make the texts available…

Weekly poetry fests, using poetry throughout the curriculum, and giving children a sense of the tremendous variety of poetry are discussed as methods for helping children appreciate poetry. (HTH)

Presents reviews of 22 poetry anthologies, collections of poems by 1 poet, and books that contain a single illustrated poem. Urges students and teachers to bring poetry alive by reading it aloud. (RS)

Examines how nonfiction read-alouds can enrich elementary children's literacy learning experiences. Provides a rationale for the use of read-alouds, guidelines for selection, recommended formats for effective classroom presentation, and activities useful before, during, and after reading. (SR)

Describes a project in which children were given in-depth experiences with a range of quality stories and then were interviewed using a series of open-ended questions to obtain their responses. The project was intended to gain insight into the process by which children make sense and meaning from stories. (HTH)

Compares storytelling and story reading in a study of how children and the adult teller/reader interact. Finds that collaboration between storyteller and listener does not manifest itself as readily as between reader and listener. Finds that most of the children prefer teachers to read rather than tell stories. (MG)

Suggests that illustrations can serve as invitations to enjoy and to ponder the images in poetry. Notes that, when poetry is read aloud to children, they should also have the opportunity to view and discuss the accompanying illustrations. Discusses how a variety of poetry books for children incorporate illustrations. (RS)

Notes that two texts were being read simultaneously as a teacher educator read aloud to other teachers in a summer seminar--Cynthia Rylant's "Missing May" and the experience of reading "Missing May." Notes that the teachers made meaning from both texts, working together to shape the teachers into a community because they had…

Demonstrates how peer interaction during writing helps children experience connections between reading and writing. Describes children's responses to unfinished pieces, a peer's "published" piece, other students' published books (read aloud by a student other than the author), and to books written by professional authors. (HTH)

Discusses the measurable benefits in reading improvement, language skills, listening skills, and access to material beyond present skills that children receive from teachers reading aloud. Includes guidelines for successfully reading aloud in the classroom and a brief bibliography of sources of good books to read aloud. (HTH)

Illustrates the importance of rereading a story to children several times, enabling them to grasp its significance and meaning. (HTH)

Addresses the theme of family and workplace literacy by presenting reviews of eight books. Begins with materials teachers may find useful to share with parents and then moves on to books that can provide a broader understanding of literacy in general, especially workplace literacy. (RS)

A "Personalized Contract Book Program," modeled on the way that competent readers learn to read at home, provided a nonpressured environment that fostered students' reading development. (DD)

Discusses research on home literacy environments, the values of reading aloud, independent reading, literature and writing, and literature in the language arts curriculum. (RS)

Presents an interview with Charlotte Huck. Includes such topics as what motivated her to set about helping to create the field of children's literature; her views on children's books and some of her favorites; and how her love of children's literature compelled her to become an author of children's books. (SR)