ABSTRACT
During the study of this topic children were encouraged to reading texts independently or in partners as they gained and shared information through both oral and written publication. During the study of this topic Mr. Richardson began each day with a related shared reading or a read aloud. He typically selects texts to read aloud that are more difficult than his students can read themselves. He does so to expand the topical knowledge of his students while modeling the fluency and processes used by a proficient reader. He believes that through listening to and talking about texts he and his students will "grow into a community of learners and view themselves as readers and writers" (Wepner & Feeley, 1993, p. 28). He also provides his students with time each day to read books independently. He knows that these two activities are critical for student motivation and achievement. When asked about the importance of reading and children's literature, Mr. Richardson shared the following quote from Katherine Paterson, a noted children's author:
As Katherine Paterson and Mr. Richardson remind us, books allow us a glimpse inside author's minds and inside ourselves. Literature allows us to learn about people we may never meet and to see places we may never visit. Literature is both a window to the world and a mirror it (Cuilinan, 1989; Yopp & Yopp, 2002). This chapter focuses on how to teach literature in elementary school, the need for children to read literature, and the ways in which literature can be integrated through the classrooms.
