Students identify the elements of fiction in a book they have read and share summaries of them by writing and illustrating their own mini-book.

Students make bookmarks on computers and share their ideas with other readers at their school, while practicing summarizing, recognizing symbols, and writing reviews—all for an authentic audience.

Students analyze "choose your own adventure" stories and brainstorm to develop setting, characters, and plots for their own adventures stories and related Websites.

Students use a graphic organizer to analyze setting development in picture books. They then apply what they have learned to their own writing.

Students explore character development through experiences with picture books. They learn about the connections between reading and writing and apply the information they learn to revisions of their own writing.

This lesson engages children in using writing to their families as a persuasive tool to get what they want and need.

Students explore letter poems and experiment with writing letters as poems, using the placement of line breaks to enhance rhythm, sound, meaning, and appearance.

Using the film The Sandlot, students are introduced to the literary devices of flashbacks and flash-forwards. They then write their own stories using those devices.

After listening to the beginning of a story, students use details in the text, personal experience, and prior knowledge to predict the way the story will end.

Through a series of picture book read-alouds, students engage in critical discussion of complex issues of race, class, and gender.

This lesson encourages children to explore authentic reasons for writing by writing messages to their family in a family message journal.

Students will be introduced to the term alliteration and create a headline poem consisting of 25 words that contain at least three examples of alliteration.

This lesson describes how small groups of students can plan meetings to discuss what they've read in a "just for fun" book club they've organized—and that they control.

Book Boosts—one-minute raves at the end of independent reading time—are easy ways to suggest new titles to students, and they act as a way for students to have something to think about as they read.

Modeled on the activities in Miss Alaineus: A Vocabulary Disaster, a picture book, students combine vocabulary exploration with word play by planning their own vocabulary parade.

Students respond to self-selected books in journals, and talk about their books daily in small groups. The teacher guides students by offering suggestions and writing with them in dialogue journals.

Students create a Detective's Handbook based on a detective mystery they have read. The handbooks include expository and descriptive writing, as well as a letter.

Students build positive memories of literacy activities when they take turns taking home a book bag stuffed with items to encourage literacy interactions with their families.

Students practice different ways of collaborating to read a work of literature. They work in different roles as they compose and answer questions, discover new vocabulary, and examine literary elements.