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In most elementary schools, students spend more time reading and writing narrative texts and less time with informational texts. Yet, the Common Core State Standards advocate that informational texts comprise nearly half of K‐8 students’ entire academic reading, including content areas like science and social studies. The authors propose remixing informational writing with literature, new literacies, and scientific content as a way to mitigate the divide between narrative and expository texts. This article describes an instructional approach for integrating informational reading and writing with scientific content knowledge by: (1) reading and analyzing mentor texts, (2) furthering scientific understanding through Internet Workshops and (3) teaching students how to interpret and transform scientific content by composing informational poetic riddles, or as students prefer to call them, “What Am I?” riddles. This instructional approach can serve as a model and scaffold for teachers to use with other integrated units and Internet Workshops.

This longitudinal study investigated children's performance on several informal reading and spelling tasks. Students (n= 274) in a rural North Carolina county were assessed across grades 2 to 6 on the following measures: isolated word recognition (timed and untimed), oral reading accuracy, reading comprehension, reading rate, and spelling. Statistics (means and standard deviations) were reported for each measure each year. Overall, the results tended to support traditional performance criteria in reading diagnosis. Two findings that deserve further study were (1) word recognition–timed proved to be a good predictor of oral reading rate at each grade level (medianr= .68), and (2) both oral and silent reading rates, after increasing steadily from grade 2 to 4, began to taper off between grades 4 and 6. This second finding is in contrast to previous reading-rate data reported by Hasbrouck and Tindal and by Taylor.

Acrostic poems make use of a keyword written vertically, where each line of the poem begins with a letter of the keyword. The structure of this formula poem combined with teacher modeling provides a scaffold for students, showing them how to think flexibly and develop ideas and choose interesting words. Moreover, encoding information in poetic form is a thought‐provoking way to capture and retain important content. This article describes an instructional framework for teachers to extend acrostic poetry into content areas. يوجد نوع من القصائد تستخدم فيه كلمة مفتاح مكتوبة أفقياً بحيث كل بيت من القصيدة يبدأ بحرف الكلمة المفتاح. ويوفر جمع نظام هذه القصيدة مع تمثيل المعلم سقالة للطلاب يبين لهم كيف يفكرون بطريقة لينة مرونة ويطورون الأفكار ويختارون الكلمات المثيرة للانتباه. وفوق ذلك إن ترميز معلومات في قالب شعري هو طريقة لتثير الأفكار فيها من أجل الاستيلاء على مضمون المحتوى الهام والاحتفاظ به. لذا تشرح هذه المقالة إطاراً تعليمياً للمعلمين لتمديد هذا النوع من القصيدة إلى مجالات المحتوى. 离合诗使用垂直的英文字母写法把关键字词写出，使诗歌里每一行的首字母能组合成该关键字词。这样的公式化诗歌结构，结合教师的示范，能为学生提供一种支援，向他们展示如何灵活地思考、发展思路及选择有趣的关键字词。此外，把信息编码成诗歌形式，是一种捕捉及记忆重要内容的启发思考方法。本文描述一个教学框架，以便教师把离合诗写作延展到学科范畴的教学上。 Les poèmes acrostiches utilisent un mot clé écrit verticalement, où chaque ligne du poème commence par une lettre du mot clé. La structure de ce format de poésie associée à un modelage de la part de l'enseignant fournit un échafaudage aux élèves qui leur montre comment penser de façon souple, développer des idées et choisir des mots intéressants. En outre, encoder de l'information sous forme poétique est une façon intellectuellement provocante de capter et de mémoriser quelque chose d'important. Cet article présente un dispositif éducatif destiné aux enseignants en vue d'étendre la poésie acrostiche à différents domaines de connaissance. Акростих – это стихотворение, где каждая строка начинается с определенной буквы, а вместе эти буквы составляют читаемое по вертикали ключевое слово. Учитель демонстрирует школьникам, как можно работать с этой стихотворной формой, благодатной для развития собственных идей и гибкости ума, а также для подбора интересных слов. Кроме того, чтобы облечь информацию в поэтическую форму необходимо глубоко вникнуть в содержание. В статье предложен метод применения акростихов в различных предметных областях. En los poemas acrósticos, las letras iniciales de los versos forman un vocablo. La estructura de este formulario poético junto con demostraciones de la maestra crea una plataforma que les muestra a los estudiantes cómo pensar con flexibilidad, cómo desarrollar ideas y cómo usar palabras interesantes. Además, codificar información en un poema es una manera intelectualmente estimulante de capturar y recordar contenido importante. Este artículo describe un marco de instrucción para los maestros que quieran usar poemas acrósticos en áreas de contenido.

Henry’s Freedom Box: A True Story from the Underground Railroad recounts the remarkable story of a Richmond slave who shipped himself in a wooden crate to Philadelphia to escape slavery in the south. After participating in a pre-reading activity designed to enhance critical thinking skills, students will read not only the notable trade book, but also other versions of Henry’s narrative. Students will use and will evaluate alternative sources. Students also will analyze illustrations, comparing and contrasting the interpretation of this historical event. A data retrieval chart and culminating discussion will allow students to detect source variation, to evaluate how critical the differences are between sources, and to determine which sources are credible.

This study examined how well elementary students’ performance on a set of commonly-used reading assessments conformed to a model of automatic print processing. The assessments included measures of word recognition-untimed, word recognition-timed, oral reading accuracy, oral reading rate, silent reading rate, and spelling. The proposed print-processing model, based on the work of Perfetti ( 1992 ) and Share ( 1995 ), held that contextual reading accuracy is directly related to automatized word knowledge which is directly related to reading rate. Structural equation modeling showed that the performance data had an acceptable fit to the proposed model and to a second, post hoc model in which automatic word recognition is directly related to contextual reading accuracy. However, additional regression analyses tended to favor the initial model. Because the six print-processing components in this study proved to be reliable and related, and because two of the components (word recognition–timed and spelling) are seldom used in conventional reading assessments, the results have important implications for practice.

When the global pandemic propelled the world into lockdown, artists of all kinds--musicians, writers, poets, painters, and dancers--began sharing art and their artistic processes from their homes and studios. This included children's book authors and illustrators who sought out new ways to maintain connections virtually with young readers (Quattlebaum, 2020). Using social media and videoconferencing platforms, they connected virtually from their own homes with their audiences, offering read-alouds from living room couches, drawing tutorials from kitchen tables and writing lessons from grassy backyards and conducting interactive question-and-answer sessions from bedrooms-turned-studios. In this article, the authors aim to theorize the author/illustrator visits with Raúl the Third and Sara Varon, working, more specifically, to explore the unique affordances of conducting virtual visits from home and studio spaces. Descriptions of the Zoom visits where the authors/illustrators shared their artwork with children and implications for building the paratextual threshold through virtual visits are included.

Social studies educators are responsible for successfully teaching students the knowledge, skills, and values necessary to be effective citizens. The National Council for the Social Studies urges educators to design technology-enhanced experiences that address social studies content and prepare students for effective citizenship. In this paper, we give examples from a piratical unit designed for a fourth-grade social studies classroom to highlight the role digital technology can play in enhancing social studies teaching and learning. We use Internet workshops as structures for students to meaningfully research social studies content, and we use blogs as technological tools to publish and showcase authentic student work, and ultimately, to develop students' higher order thinking skills and creativity.

Bishop suggests books can act as mirrors that offer personal validation as readers see themselves and those shared experiences reflected back from the books; also, books can serve as windows and sliding glass doors as readers view and imaginatively enter other worlds that offer different perspectives from their own. The unit took place in Adrienne's English language arts/ social studies classes with 16 seventh grade students in a rural K-8 school located in the southeastern United States. Through the stories of diverse characters (specifically, enslaved people from the West Coast of Africa and their descendants, Vietnamese refugees, otherworld islanders, and characters with disabilities and unique gifts), readers gain powerful insights into historical times and events such as the Middle Passage, Amelia Earhart's final flight, the Vietnam War, and the heart and soul of the book-the slave ship Zong. Adrienne incorporated persona poetry by: (1) teaching her seventh graders to thoughtfully read, experience, and examine mentor texts with a focus on craft and structure (2) modeling how to walk into the wardrobe and write the persona poem from the perspective of a main character (Raft King) in A Crack in the Sea through a coauthored class poem, and (3) inviting students to independently walk into the wardrobe, try on, and borrow craft and structural features from mentor poems in order to compose their own persona poems from the perspective of a self-selected book character.

This longitudinal study investigated children's performance on several informal reading and spelling tasks. Students (n = 274) in a rural North Carolina county were assessed across grades 2 to 6 on the following measures: isolated word recognition (timed and untimed), oral reading accuracy, reading comprehension, reading rate, and spelling. Statistics (means and standard deviations) were reported for each measure each year. Overall, the results tended to support traditional performance criteria in reading diagnosis. Two findings that deserve further study were (1) word recognition-timed proved to be a good predictor of oral reading rate at each grade level (median r = .68), and (2) both oral and silent reading rates, after increasing steadily from grade 2 to 4, began to taper off between grades 4 and 6. This second finding is in contrast to previous reading-rate data reported by Hasbrouck and Tindal and by Taylor.