Based on the notion that children become literate by trying to read and write in a supportive atmosphere with interesting books, rather than being instructed in isolated language skills, this book offers teachers ideas for using children's literature and related activities as an alternative to basal readers to make learning language skills enjoyable for children. Chapter 1 explains the underlying assumptions for such a strategy, and discusses problems such as time-on-task and whole-class versus individualized instruction. Chapter 2 offers several ways that teachers can use "big books" to teach vocabulary, phonics, word recognition, and word, phrase, and line matching. The chapter also proposes using spoonerisms, errors, and substitutions as more interesting ways to learn comprehension skills. Chapter 3 discusses literacy development for younger and older children, using, among other things, story ladders, story maps, "character posters," sociograms, rehearsal of ideas, and dramatization. Chapter 4 provides guidelines for developing a curriculum, and focuses on the definition of a curriculum, moving toward a literature based language arts program, integration of the language arts, and developing familiarity with children's books. (Resources for folktales and fairy tales, nursery rhymes and other children's books, referenced titles, and other professional books are included.) (JC)