Students respond to a book they have read by thinking symbolically to create a business card for one of the characters.

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 work in groups to create annotated book reviews with links to topics of interest related to their 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.

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.

Students read various poems and explore why lines are broken where they are and how they affect rhythm, sound, meaning, and appearance in poetry.

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

Watch Mother Goose work her magic! This lesson uses nursery rhymes to help emergent readers remember the letters and their sounds and identify word chunks.

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.

Students analyze personal homepages, as well as a character in a book they have read, and then create a homepage for the character.

Students compare a book to its film adaptation, and then perform readers theater of a scene from the book that they feel was not well represented in the movie version.

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.

Picture books provide the basis for an analysis of fairy tale elements before students write their own original tales.

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.