Students use illustrations from The Mysteries of Harris Burdick as a guide to write mysteries and then present their stories to the class for students to discuss to which illustration each story corresponds.

In this lesson, students read Henry and Mudge and the Starry Night as a whole group as the teacher models a questioning strategy. In subsequent sessions, students practice the questioning strategy and reread for fluency.

Students participate in shared reading, choral reading, and readers theater, using books by Bill Martin, Jr. Repeated readings and literary performances help students with their reading accuracy, expression, and rate.

As part of the NCTE High School Literature Series, Tim O'Brien in the Classroom focuses on opportunities for classroom discussion and writing assignments, including lessons, open-ended prompts, and student writing samples.

In this Strategy Guide, learn how to prepare yourself and your students for reading and note-taking in mobile environments.

In this strategy, students read aloud to each other, pairing more fluent readers with less fluent readers. This strategy can also be used to pair older students with younger students to create "reading buddies."

Curl up with a good book again—or not. In this lesson, students brainstorm why they reread some books, while passing up others, and write their reflections in an essay.

A big green monster helps students build their reading fluency and word recognition skills through choral reading, literacy center activities, and writing stories.

Through interactive writing, students work together and then independently to create invitation letters for a group of their peers and their families.

Paper and pixels get compared in this lesson in which students compare both printed and online versions of a magazine.

Y'all set down a spell and learn ‘bout dialects!" In other words, your students will use The Color Purple to explore dialect and how it reveals information about the characters.

Students compare the traits fact and fiction by using a Venn diagram to compare fiction and nonfiction books about Native Americans.

Students often believe that fiction writers make everything up, seldom realizing how research worms its way into entertaining writing. In this lesson, students read Diary of a Worm to find out how fact merges with fiction.

A is for zoo? Q is for duck? The alphabet as students know it is transformed when students create a class book that contains clever associations for each letter of the alphabet.

Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.

Did Paul Bunyan gouge out the Grand Canyon before or after he dug the Great Lakes? Students create a life-sized timeline showing the sequence of events in this tall tale.

Students move from modeled to independent comprehension of fiction stories by using texts by Jan Brett and interactive tools that demonstrate their comprehension.

An instructional strategy called story innovation teaches students fluency, comprehension, vocabulary, and story structure. This unique strategy can be adapted for many purposes.

Students use various tools and features of digital readers to develop vocabulary, support comprehension, respond to text, improve fluency, and enhance the reading experience.