ABSTRACT
Paula Fischer teaches reading with children’s literature. Her primary classroom is fi lled with bookcases, crates, and bins that are overfl owing with picture books and other reading materials. Th rough the years, Paula has made a conscious eff ort to collect classroom sets of numerous texts with both fi ction and non-fi ction content. For many texts, she also has one enlarged copy, a Big Book version that she uses when she is working with the whole class. Th e big book sits on an easel where everyone can see as she and the children read the book and point out words, letters and pictures they want others to notice.
