01"W-tel"WWWWWWW
Highlighting nonfiction literature:
Literacy development
l
and English language learners
Nancy L. Hadaway
o6 7X
.a~Ae~o~
7X
Sylvia M. Vardell
7e" Wmtod Z4,eu
7X
Terrell A. Young
W""tge" sea&ztvtwo4 4
Ch
ildren experience reading and writing
in many forms including expository
writing in textbooks and the introduction
of new concepts in math, science, and
social studies. As students move through
the grades, they are increasingly called upon to
process text from standardized tests, newspapers,
reference materials, and on-line sources. This
lineup of required reading is daunting for a native
English speaker; for those learning English, it can
be overwhelming.
More than 7.5 million school age children in
the United States come from homes where a
language other than English is spoken, and these
students account for 35 percent of all
schoolchildren across the nation (National
Association of Bilingual Education, 1992, p. 3). For
these students, the printed page symbolizes another
hurdle to their progress in their new language. In
this article, we examine the particular needs of
English language learners and the special
appropriateness of organizing to teach language
through content using nonfiction literature to spur
literacy development.
LITERACY DEVELOPMENT THROUGH
NONFICTION LITERATURE
The ability to comprehend and work with textual
information is the primary emphasis of schooling.
Yet, this emphasis on print puts English language
learners at peril. They don't have the luxury of a
long silent period to acclimate to their new language
16
a
or an extended time frame for the normal trial and
error period of language acquisition of early
childhodd. "ESL kids bring meaning and schemata
from their experience and their first language.
Their struggle is in joining the concepts and the
literacy skills they have to the sounds and the
meanings of a new language-its melody, structure,
organization and vocabulary" (Jobe & DaytonSakari, 1999, p. 26). They experience greater
cognitive demands when asked to learn both
language and content and to learn them quickly to
meet the mark on high stakes tests and to proceed
through the grade levels. The considerable gap
between English language learners' ability to
communicate and their ability to use reading and
writing for academic purposes poses a problem
(Cantoni-Harvey, 1987; Crandall, 1987). How can
teachers most effectively support these students'
comprehension and development of academic
language?
Supportive environments provide optimal
input for English language learners-input that
approximates their current proficiency (Krashen,
1985). "If the input is too easy, the student won't
learn anything new about English, but if the input
is too hard to understand, it will be beyond the
student's grasp" (Scarcella, 1990,p. 77). Textbooks
rarelyfallinto the category of optimal input. Vacca
& Vacca (1999) note several criticisms leveled at
textbooks, including their encyclopedic nature, lack
of specificity, avoidance of controversy, datedness,
and use of abstract, technical vocabulary, and
Highlighting nonfiction literature
unfamiliar text structure and styles.
Nonfiction literature, on the other hand, can
be an outstanding literacy tool, presenting
vocabulary and concepts in a concrete manner
(Hadaway, Vardell, & Young, 2001). The intent
behind nonfiction literature is to provide readers
with information about the world around them.
Utilizing nonfiction literature to lay a foundation
for the concepts and academic language presented
in textbooks seems ideally suited to students
learning English. Various researchers have noted
the many benefits of using literature across the
curriculum including the following:
v Through nonfiction literature, students
encounter concept-related vocabulary terms
in more authentic contexts that aid in
understanding vocabulary at a deeper level,
especially for English language learners
(Alvermann & Phelps, 1994).
/ Informational books offer models of many
organizational structures, language styles,
and techniques used by writers to describe,
instruct, persuade, generalize, demonstrate
solutions, and trace events (Moss, 1992).
v Because changes in science and social studies
are ongoing, nonfiction literature offers more
current, relevant, and interesting information than textbooks which generally take
several years to develop (Alvermann &
Phelps, 1994; McGowan & Guzzetti, 1991).
/ The visual format of nonfiction picture books
especially benefits English language learners
(Alvermann & Phelps, 1994; Moss, 1992).
Despite these benefits, fiction use still
predominates in the classroom. According to our
survey of 120 ESL and grade level teachers working
with English language learners in grades K- 12, the
use of fiction is at least double that of nonfiction.
However, we have only to look at standardized test
passages used to measure student academic
achievement to see that nonfiction passages far
outnumber fiction passages. Perhaps, our focus on
fiction actually works to the students' disadvantage,
particularly English language learners who need
the academic language that nonfiction literature
selections could provide.
Many people think of nonfiction as simply
FACTS, but a close investigation of the genre reveals
that there are several kinds of factual books within
the general category of nonfiction, such -as concept
books, photo essays, and life cycle books to name
just a few (Hepler, 1998). Concept books present
basic information about a single topic in a simple
and interesting manner. For instance, Tana Hloban
The NERA Journal (2002), Volume 38 (2)
uses photographs illustrating groupings of objects
in larger and smaller numbers to help beginning
readers understand quantity concepts in More,
Fewer, Less. While these books are often thought
of as books for young children, teachers find them
a source of wonderful visuals for helping students
learn English labels for concepts they are familiar
with in their own languages. Much like a
documentary film or an issue of National
Geographic, photo essays document and extend
the text with photographs on nearly every page. In
one example of a photo essay, Lacrosse: The
National Game of the Iroquois, Diane Hoyt.
Goldsmith describes the game of lacrosse, its
origins, and both historical and contemporary
connections to the Iroquois peoples. Books such as
these help students gain an overview of a topic
without focusing on every single idea presented.
Expanding on information from science textbooks,
life,cycle books present the life of an animal in more
detail and with more appeal. In the 1998 Orbis
Pictus Award winner for nonfiction literature, An
Extraordinary Life: The Story of a Monarch
Butterfly, Laurence Pringle introduces readers to
the life cycle, feeding habits, migration, predators,
and mating of the monarch butterfly through the
observation of one particular female monarch
named Danaus. As students express interest in
particular subjects, the teacher can seek out more
books for further reading. Beverly Kobrin's guide,
Eyeopeners II (1995), is a helpful guide to
choosing quality nonfiction by subject.
FRAMEWORKS
FOR LINKING LANGUAGE AND CONTENT
Once teachers become familiar with the many
quality nonfiction literature choices available, they
must next determine how they will incorporate
them into their literacy instruction. Teachers who
best meet the needs of their students-especially
their English language learners-apply certain
principles and practices in organizing their
students' literacy learning. "The practices are based
on research-informed, effective instructional
strategies. Though all kids benefit from them,
children learning a second- language depend on
these practices. Without them, school can be a
confusing and frustrating place. With these
practices, school makes sense for second language
learners, and they join their classmates in learning
throughout the day" (Cary, 1997, p. 25).
Utilizing nonfiction literature is just such an
effective instructional strategy. The use of a core
book, interdisciplinary teaching, and independent
reading are three approaches teachers may
consider as they organize the literacy instruction
17
in their classrooms with English language
learners so that all curricular areas remain integral
to student learning.
i
/
The use of a core book
As we incorporate more and more trade books in
our teaching, teachers are experimenting with
replacing or supplementing the "one size fits all"
basal reader and content textbook with alternative
reading material more suited to the needs and
interests of their students. In the older grades, this
is often in the form of class sets of novels. What is
not often considered is using class sets of quality
nonfiction books in the same way-for whole class
reading, discussion, and response and comprehension building activities.
From a literacy instruction standpoint,
informational books offer models of organizational
structures, language styles, and techniques used by
writers. Also, nonfiction literature is also special
in its incorporation of graphic organizers, charts,
tables, maps, timelines, etc. These "extra" features
have become standard equipment in the best
nonfiction writing, and. for the student learning
English, these access features can be explained and
modeled "a la carte" in trade books before they're
encountered en masse in textbooks.
There are many excellent nonfiction titles that
bear close study including People by Peter Spier, a
picture book full of details celebrating cultural
diversity across the globe or Leonardo da Vinci
by Diane Stanley, a richly illustrated biography
which brings this great mind and talent vividly to
life. Other recommended titles are provided in Box
1. With each student reading the same title, teachers
can feel confident in planning learning activities
based on a common knowledge base, and students,
particularly English language learners, can feel
more confident in their reading as they revisit the
text as often as needed.
BOX 1I
Some Suggested Core Books
V People by Peter Spier
/ Leonardo da Vinci by Diane Stanley
V A tree is growing by Arthur Dorros
V Safari beneath the sea: The wonder of the
North Pacific Coast by Diane Swanson
V Buffalo hunt by Russell Freedman
V Give -me libertyl: The story of the
Declaration of Independence by Russell
Freedman
V Shadows of the night: The hidden world
of the little brown bat by Barbara Bash
V The first Thanksgiving by Jean Craighead
George
18
':
;
Children of the dust bowl: The true story
of the school at Weedpatch Camp byjerry
Stanley
Come back, Salmon: HIow a group of
dedicated kids adopted Pigeon Creek and
brought it back to life by Molly Cone
Interdisciplinary teaching
Organizing instruction around specific topics or
themes is also a popular teaching approach. One
popular theme for study, for instance, is animals.
Box 2 suggests a variety of books about animals.
These books and the concepts and vocabulary
included in them can be used across subject areas,
not just in science class. For instance, Nancy and
Sylvia used a sampling of these books in third grade
classes, and the students worked in pairs to collect
facts about a specific animal. Then they created
list poems to share in their language arts class. The
theme can be further utilized throughout the
subject areas as students collect various statistics
about animals for math class and examine the
various geographic areas where these animals live.
The repetition of concepts and vocabulary fostered
by this approach is especially powerful for English
language learners. Krashen and Terrell (1983)
support the topical or thematic presentation of
vocabulary for English language learners arguing
that such a strategy offers the student an immediate
network of relationships linking new words and
concepts.
V
v
v
v
V
BOX 2
Suggested Titles
for a Thematic Unit on Animals
South American animals by Caroline Arnold
Bright beetle by Rick Chrustowski
Animal dads; Do they scare you?: Creepy
creatures; & Making animal babies all by
Sneed B. Collard
Big blue whale by Nicola Davies
Growing Frogs by Vivian French
Bats; Gulls; & Penguins all by Gail Gibbons
Chameleons are cool&The emperor's egg
by Martin Jenkins
Slap, squeak & scatter: How animals
communicate by Steve Jenkins
Interrupted journey: Saving endangered
sea turtles by Kathryn Lasky
'Panther: Shadow of the swamp byjonathan
London
About birds: A guide for children; About
mammals: A guide for children; About
reptiles: A guide for children; & About
insects: A guide for children all by Cathryn
Sill
Highlighting nonfiction literature
1
Animal fact/Animal fable;Big cats; Snakes;
Wild babies; & Crocodiles and alligators
all by Seymour Simon
Indeed, as students become familiar with the
basic formula in nonfiction options such as
alphabet, counting, and concept books, creating
original class books becomes a natural extension.
For example, each student chooses a letter of the
alphabet, researches a vocabulary word or concept
for that letter which is relevant to the topic of study
(e.g. "P" for a dinosaur unit might be "prehistoric"
or "pterodactyl"), and creates a page with the word,
a picture, and a caption or definition. When all the
pages are combined, a class-created book becomes
popular reading and review for everyone. For
instance, one third grade class we worked with
created an alphabet book all about Texas after
reviewing several nonfiction books about their state.
The same activity can be done with basic counting
books (incorporating math) and with concept books.
Independent reading
Margaret Mooney emphasizes that independent
reading "should be an integral part of the daily
program of every class, even kindergarten.
Providing for independent reading at every stage
acknowledges children as achievers as well as
learners, and allows children to confirm as well as
extend their roles as readers and writers" (1990,
p. 72). One essential factor in getting students to
read independently is providing access to books.
Students are likely to spend more time reading
when they are in classrooms with adequate
classroom libraries (Allington & Cunningham,
1996; Krashen, 1998). Moreover, it is important
to have multiple copies of some books and to offer
books appropriate for English language learners at
varying stages of proficiency. Box 3 offers some
books for English language learners at the beginning
proficiency level to teach them about basic
vocabulary and concepts.
BOX 5
Creating A Classroom Library
With Independent Reading
For Beginning English Language Learners
This is soccer by Margaret Blackstone uses short
sentences with very simple structure and
repetition to describe the basics of soccer.
Eating the alphabet: Fruit and vegetables
from A to Z by Lois Ehlertis awonderful example
of an alphabet book that provides illustrations and
labels of various fruits and vegetables.
Count and seebyTanal-obanisacountingbook
with numbers opposite photos of familiar objects.
The NERA Journal (2002), Volume 38(2)
/
9cents by Tana Hoban offers
26 letters and 99
a wordless picture book. The first half features
pictures of coins and the related number, and the
second half showcases lower/upPer case letters-,
of the alphabet with a related picture for that letter.
Biggest, strongest, fastest by Steve Jenkins
offers a repetitive sentence pattein noting the'
biggest, strongest, fastest in the animal kingdom.
Hottest, coldest, highest, deepestby Steven
Jenkins showcases the hottest, coldest, highest,
deepest places on earth.
Bread, bread, bread by Ann Morris presents
different types of bread around the world.
Hats, hats,' hats also by Ann Morris shows
various types of head coverings around the world.
For the English language learner at the
intermediate or advanced proficiency level, there
are many options as well. Each year, one
outstanding nonfiction book is recognized with the
Orbis Pictus award. In addition, several honor books
and recommended titles are noted by the Orbis
Pictus committee as well. Collecting a sampling of
these books for a classroom library provides the
English language learner with the best in nonfiction
literature. Box 4 furnishes a list of recent winners
of the Orbis Pictus award. A quick look at this list
demonstrates the diversity of these award winners
in terms of topic and curricular areas highlighted.
BOX4-
I
Stocking The Classroom LibraryWith Recent Orbis Pictus Award Winners
2001 Orbis Pictus Winner
- Hurry freedom: African Americans in gold
rush California byJerry Stanley
2000 Orbis Pictus Winner
v Through my eyes by Rudy Bridges and-Margo
Lundell
1999 Orbis Pictus Winner
/ Shipwreck at the bottom of the world: The
extraordinary true story of Shackleton and
i
the Endurance byJennifer Armstrong
1998 Orbis Pictus Winner
V An extraordinary life: The, story of a
monarch butterfly by Laurence Pringle
1997 Orbis Pictus Winner
/ Leonardo da Vinci by Diane Stanley
1996 Orbis Pictus Winner
/ The great firebyJimMurphy
1995 Orbis Pictus Winner
v Safari beneath the sea: The wonder of the
North Pacific Coast by.Diane Swanson
1994 Orbis Pictus Winner
/ Across America on an emigrant train by
Jim Murphy
19
1993 Orbis Pictus Winner
V Children of the dust bowl: The true story
of the school at Weedpatch Camp byJerry
Stanley
J 992 Orbis Pictus Winner
/Flight: The journey of Charles Lindbergh
by Robert Burleigh
1a991 Orbis Pictus Winner
V Franklin Delano Roosevelt by Russell
Freedman
190
T
rbat
ctu
it Wbinne
Mi
/ The great little Madison by jean Fritz
A growing body of nonfiction books provides
the supportive structure, in depth coverage of new
concepts, and visual cues to assist with
comprehension for the student learning English
(Greenlaw, Shepperson, & Nistler 1992). Teachers
can organize their classrooms in several ways to
highlight nonfiction. They might use a core book
for whole class instruction. In addition, they can
use a variety of nonfiction titles throughout an
interdisciplinary or thematic unit. Finally, teachers
need to consider nonfiction literature as they build
their classroom libraries and provide time for
independent reading.
CONCLUSION
Nonfiction literature offers a rich source of
meaningful text to spur literacy development with
countless choices that approach students' varied
levels of language proficiency. A wide range of
nonfiction has emerged in the last twenty years,
and the publishing world continues to deliver a
good variety of nonfiction for children as reflected
in the growing list of outstanding recipients of the
Orbis Pictus award for Outstanding Nonfiction for
Children. (See the award Web site at http://
www.ncte.org/elem/pictus/).
In addition,
nonfiction literature lends itself to a variety of
instructional approaches and comprehension
building strategies. The range of nonfiction books
adds to their appeal as sources of scaffolds for
literacy and concept development for English
language learners. As an increasing number of
student struggle to learn English, we can accelerate
their progress in acquiring the needed academic
vocabulary and content base by choosing quality
nonfiction books as top priority teaching tools.
REFERENCES
Allington, R.L., & Cunningham, P.M. (1996).
Schools that work: Where all children read and
write. New York: Longman.
Alvermann, D. E., & Phelps, S. E. (1994). Content
reading and literacy: Succeeding in today's
20
diverse classrooms. Needham Heights, MA: Allyn &
Bacon.
Cantoni-Harvey, G. (1987). Facilitating the reading
process. In P.A. Richard-Amato &M.A. Snow (Eds), The
multicultural classroom: Readings for contentarea teachers (pp. 175-197). New York: Longman.
Cary, S. (1997). Second language learners.
York, ME: Stenhouse Publishers.
Crandall,J. (Ed.). (1987). ESL through contentarea instruction: Mathematics, science, social
studies. Englewood Cliffs, NJ: Prentice Hall.
Greenlaw, M. J., Shepperson, G. M., & Nistler, R. J.
(1992). A Literature Approach to Teaching About the
Middle Ages. Language Arts, 69,200-204.
Hadaway, N. L., Vardell,S.M.,&Young,T.A. (2001).
Literature-based instruction with English
language learners. NewYork: Longman.
Hepler, S. (1998). Choosing quality nonfiction
literature: New directions for new challenges. In R.A.
Bamford &J.V. Kristo (Eds.), Making facts come alive:
Choosing quality nonfiction literature k-8 (pp.
3-17) Norwood, MA: Christopher-Gordon Publishers.
Jobe, R., &Dayton-Sakari, M.D. (1999). Reluctant
readers: Connecting students and books for
successful reading experiences. Markahm, ON:
Pembrokle Publishers Limited.
Kobrin, B. (1995). Eyeopeners II: Children's
books to answer children's questions. New York:
Scholastic.
Krashen, S. D. (1985). The input hypothesis:
Issues and implications. New York. Longman.
Krashen, S.D. (1998). Every person a reader: An
alternative to the California task force report on reading.
In C. Weaver (Ed.), Reconsidering a balanced
approach to reading (pp. 425-452). Urbana, IL:
National Council of Teachers of English.
Krashen, S., & Terrell, T. (1983). The natural
approach. San Francisco: Alemany Press.
McGowan, T., & Guzzetti, B. (1991, JanuaryFebruary). Promoting social studies understanding
through literature-based instruction. Social Studies,
16-21.
Mooney, M.E. (1990). Reading to, with, and
by children. Katonah, NY: Richard C. Owen, Publishers,
Inc.
Moss, B. (1991). Children's nonfiction trade books:
A complemient to content area texts. The Reading
Teacher, 45,26-32.
National Association for Bilingual Education (1992).
Professional standards for the preparation of
bilingual/multicultural teachers. Washington, DC:
Author.
Olmstead, C. (1999). Literacy issues for
English language learners in the regular
classroom. Presentation made to the Benton-Franklin
Council IRA, Richland, WA.
Highlighting nonfiction literature
Vacca, RT., &Vacca,J.A.L. (1999). Content area
reading. New York: HarperCollins.
CHILDREN'S BOOKS CITED
Arnold, Caroline. (1999). South American
animals. New York: Morrow.
Armstrong,J. (1998). Shipwreck at the bottom
of the world: The extraordinary story of
Shackleton and the Endurance. New York: Crown.
Bash, B. (1993). Shadows of the night: The
hidden world of the little brown bat. San Francisco:
Sierra Club.
Blackstone,M. (1999). This is soccer. NewYork:
Holt.
Bridges, R. (1999). Through my eyes. New York.
Scholastic.
Burleigh, R. (1991). Flight: The journey of
Charles Lindbergh. New York Philomel.
Chrustowski, R (2000). Bright beetle. New York.
Holt.
Cone, M. (1992). Come back, salmon: How a
group of dedicated kids adopted Piegeon Creek
and brought it back to life. San Francisco: Sierra
Club.
Collard, S.B. (1992). Do they scare you?:
Creepy creatures. Watertown, MA: Charlesbridge.
Collard, S.B. (1997). Animal dads. Boston:
Houghton Mifflin.
Collard, S.B. (2000). Making animal babies.
Boston: HoughtonMifflin.
Davies, N. (1997). Big blue whale. Cambridge:
Candlewick Press.
Dorros,A. (1997).A tree is growing. NewYork:
Scholastic.
Freedman, R.(1988). Buffalo hunt. New York:
Holiday House.
Freedman, R. (1990). Franklin Delano
Roosevelt. New York: Clarion.
Freedman, R (2000). Give me libertyT: The
story of the Declaration of Independence. New
York. Holiday House.
French, V. (2000). Growing frogs. Cambridge,
MA: Candlewick Press.
Fritz,J. (1989). The great little Madison. New
York. Putnam.
George, J.C. (1993). The first Thanksgiving.
New York Philomel.
Gibbons, G. (1997). Gulls. New York: Holiday
House.
Gibbons, G. (1999). Bats. New York. Holiday House.
Gibbons, G. (1998). Penguins. New York:
Scholastic.
Hoban, T. (1972). Count and see. New York:
Simon & Schuster.
Hoban,T. (1998). 26 letters and 99 cents. New
York. Greenwillow Books.
oue3()2
EAJunl(00)
Th
The NERA journal (2002), Volume 38 (2)
Hoban, T. (1998). More, fewer, less. New York:
Greenwillow Books.
Hoyt-Goldsmith, D. (1998). Lacrosse: The
national game of the Iroquois. New York Holiday
House.
Jenness, A. (1990). Families: A celebration of
diversity, commitment, and love. Boston: Houghton
Mifflin.
Jenkins, M. (1997). Chameleons are cool.
Cambridge: Candlewick Press.
Jenkins, M. (1999). The emperor's egg.
Cambridge: Candlewick Press.
Jenkins, S. (1995). Biggest, strongest, fastest.
Boston: Houghton Mifflin.
Jenkins, S. (1998). Hottest, coldest, highest,
deepest. Boston: Houghton Mifflin.
Jenkins, S. (2001). Slap, squeak & scatter: How
animals communicate. Boston: Houghton Mifflin.
Lasky, K (2001). Interrupted journey: Saving
endangered sea turtles. Cambridge, MA: Candlewick
Press.
Lauber, P. (1990). Seeing earth from space.
New York: Orchard.
London, J. (2000). Panther: Shadow of the
swamp. Cambridge, MA: Candlewick Press.
Murphy, J. (1993). Across America on an
emigrant train. New York Clarion.
Murphy, J. (1995). The great fire. New York:
Scholastic.
Pringle,L.P. (1997).An extraordinary life: The
story of a monarch butterfly. NewYork: Orchard.
Rogow, Z. (1988). Oranges. New York. Orchard.
Royston, A. (1992). Baby animals. New York:
Dorling Kindersley.
Sill, C. (1991). About birds: A guide for
children. Atlanta: Peachtree Publishers.
Sill, C. (1997). About mammals: A guide for
children. Atlanta: Peachtree Publishers.
Sill, C. (1999). About reptiles: A guide for
children. Atlanta: Peachtree Publishers.
Sill, C. (2000). About insects: A guide for
children. Atlanta: Peachtree Publishers.
Simon, S. (1971).The paper airplane book. New
York Random House.
Simon, S. (1991). Earthquakes. New York:
Morrow.
Simon, S. (1987). Animal fact/animal fable.
New York: Crown.
Simon, S. (1991). Big cats. New York. HarperCollins.
Simon, S. (1997). Snakes. New York HarperCollins.
Simon, S. (1997). Wild babies. New York:
HarperCollins.
Simon, S. (1999). Crocodiles and alligators.
New York. HarperCollins.
Swanson, D. (1994). Safari beneath the sea:
The wonder world of the North Pacific coast.
21
San Francisco: Sierra Club.
Smith,R. (1998). In the forest with elephants.
San Diego: Harcourt Brace.
Spier, P. (1980)..People. New York, Doubleday.
Stanley,D. (1996). Leonardo da Vinci. NewYork:
Morrow Junior Books.
Stanley,J. (1992). Children of the dust bowl:
The true story of the school at Weedpatch Camp.
New York. Crown.
Stanley, J. (2000). Hurry freedom: African
Americans in gold rush California. New York:
Crown.
Bosto"n UniWerstjand Frer Poet~Laureate RobertPISj
to: Host Second finnual Poetry Insti'tute for Educators
thi's summer
(f
' :CALL FOR fiPPLICATIODS
The Boston university School of Educatiaoo, in coopan with:
. former United- States Poe-t Laureate Robert Pinsky, is accepting
app lications
its second annual suimer poetry institute for educaor
in New Englanid July 8-12 at the Boston Universit Chales River ampus.
Robert PEins
a renowned poet and translator and professor of
/ English and creative writing at Boston University; will lead -theinstitulte,
,0 bulUr ing on. the principles of hiis Favorite Poem: Project -whic is ;0:\:
commi, tted to celebrating andd ocumentingpoetry'splacein American
9 :;:Xcultutre.and improving its iplace in American classrooms. T'our
professional, award-winning poets will -serve as the -"faculty" for -the
vq institte. Last year's: visiting poets were Mark -Doty, David Ferry;
osanria Warren and Louise Gl,ick. The institute encourages- a
,j
N
dialcgue among teachers about past successes,; failutres and
insights
had
tostudents -itheirvarious-comnunities.
Teachers work in groupsthruhout the week to developlessons inspired
,by the institutes presentations. Theinstitute seeks to demonStrate poe ts
\
pobwer as a learningitool and will offer participts an, energizig ,-/ approach to poems, invaluable imaterials for teaching, aindrefreshed
-;'skills to ingrate their instructional habits and practices. Paiticipants
will' be awarded S0 professional development points..
:i
\ The program invites teachers and teacer/administrator across8grade
levels a1 elementary, middle and high schools -to apply. The Program
seeks a balance between experienced and less experienced teachers,
between teachers who love to teach poetr and those o've shied away
; ifrom it. PreferenceS willI\;be given -to;teacher/adminiizstrator; teamts. Foe
more information,
or to request an application, contact ProfessoriLee
Indrisano, Boston University School of Education, 605 Commonwealth,
Avenue, Boston,MA, 02215 6r
_e-mail
her at [email protected]>.
tlhey've
einbriningpoetr
3
\;
-
22
Highlighting nonfiction literature
COPYRIGHT INFORMATION
TITLE: Highlighting nonfiction literature: literacy development
and English language learners
SOURCE: The New England Reading Association Journal 38 no2
2002
WN: 0200101503003
The magazine publisher is the copyright holder of this article and it
is reproduced with permission. Further reproduction of this article in
violation of the copyright is prohibited. To contact the publisher:
http://www.nereading.org/index.htm.
Copyright 1982-2002 The H.W. Wilson Company.
All rights reserved.