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All Children's Books: For teachers articles

By: Kathryn Glasswell, Michael P. Ford (2010)
Leveling mania has gripped many elementary schools. The use of carefully leveled texts designed to meet the developmental needs of many readers is a common feature in current reading programs. Although popular leveling systems — Reading Recovery, Benchmark texts, Lexiles — may vary in terms of the number of levels and discrimination among them, at the core they all attempt to classify texts in terms of their perceived difficulties for specific readers. In a desire to match readers to texts, books are scrutinized, classified, and sanctioned for reading only when the match between reader and text has been firmly established.

By: National Education Association, Rachael Walker (2010)
Seuss silliness is contagious! Spread it to your classroom writing centers.

By: Sharon Ruth Gill (2009)
Children's nonfiction picture books is a genre that is exploding in both quality and quantity. Recent nonfiction books reveal an emphasis on the visual, an emphasis on accuracy, and an engaging writing style. Suggestions are included for choosing and using nonfiction picture books in the classroom.

By: Wendy B. Meller, Danielle Richardson, J. Amos Hatch (2009)
Teacher read-alouds are a vital part of literacy instruction in primary classrooms. Learn how to conduct read-alouds that feature high-quality children's books which will prompt children to think and talk about social issues that impact their daily lives.

By: Phonological Awareness Literacy Screening (PALS) at the University of Virginia (2008)
Different book leveling systems each have unique ways of describing the age- and grade-level appropriateness of books. This chart provides equivalency information across six leveling systems: Basal level/PALS, Guided Reading, DRA, Rigby PM, Reading Recovery, and Lexile.

By: Annette Lamb, Larry Johnson (2005)
Encourage students to become better listeners and readers through audiobooks.

By: Mary Haga (2005)
Part of teaching reading is motivating the children to practice, practice, practice. Find out how to use children's poetry to encourage kids to read.

"You may have tangible wealth untold. Caskets of jewels and coffers of gold. Richer than I you can never be — I had a mother who read to me." — Strickland Gillilan