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What sustains our belief in the integrity of fictional places? The fact that they seem to act upon events as much as the people who live in them, for one thing. And, just as often, the fact that so many authors and illustrators draw elaborate maps of literary settings, making their features real to us and embedding them in our minds.

A teaching strategy to help students make connections between the ideas in readings, their own experiences and beliefs, and events in history and the world. Facing History offers teaching strategies that nurture students growth; literacy and critical thinking skills within a respectful classroom climate. By giving a purpose to students' reading (i.e. focusing students on paying close attention to text to find connections), this strategy helps students comprehend and make meaning of the ideas in the text. This strategy can be used when reading any text - historical or literary - and it can also be used with other media as well, including films. It can be used at the beginning, middle or end of the reading process - to get students engaged with a text, to help students understand the text more deeply or to evaluate students' understanding of the text.

Home page for a journal that explore creative, or literary, non-fiction. Creative Nonfiction, defines the genre simply, succinctly, and accurately as "true stories well told." And that, in essence, is what creative nonfiction is all about.

n-class example of teaching the guided reading strategy of using story structure to help read narrative nonfiction. The teacher is using the Units of Study for Teaching Reading instructional model developed by Lucy Calkins. Watch as the teacher demonstrates guided reading strategies such as looking at the cover and title page to predict what the book will be about. By providing guided reading instruction and coaching before the students read the passage of text, they will be more likely to discover answers for their predictions. After students finish reading the nonfiction passage the teacher meets with them individually to provide additional guided reading support and see if their predictions came true. For more information about teaching guided reading in the reading workshop model visit http://www.unitsofstudy.com

n-class example of teaching the guided reading strategy of using story structure to help read narrative nonfiction. The teacher is using the Units of Study for Teaching Reading instructional model developed by Lucy Calkins. Watch as the teacher demonstrates guided reading strategies such as looking at the cover and title page to predict what the book will be about. By providing guided reading instruction and coaching before the students read the passage of text, they will be more likely to discover answers for their predictions. After students finish reading the nonfiction passage the teacher meets with them individually to provide additional guided reading support and see if their predictions came true. For more information about teaching guided reading in the reading workshop model visit http://www.unitsofstudy.com

To me, Steampunk has always been first and foremost a literary genre, or least a subgenre of science fiction and fantasy that includes social or technological aspects of the 19th century (the steam) usually with some deconstruction of, reimagining of, or rebellion against parts of it (the punk). Unfortunately, it is a poorly defined subgenre, with plenty of disagreement about what is and is not included.

In spite of their reputation for simplicity, graphic novels can display a surprising level of depth. This sense of depth can come through in a variety of ways-from the language to the interplay of words and images to the themes that can be explored in visual texts. And like novels, graphic novels employ a range of literary conventions, so they're ripe for classroom discussion.

Enhancing and extending literature lessons with technology with a curated list of websites to support literary online activities.

"Here are six handpicked examples of digital storytelling where we believe great writing is combined with great imagery to create authentic content, and a brilliant digital story." A selection of interactive documentaries that reflect literary non-fiction. Target audience is adult and senior secondary.

An annotated list of US titles. A splendid mix of fiction and nonfiction female-centered STEM books for children and teens, just in time for Women's History Month. The majority of these titles were selected for their dual-purpose qualities, as they not only explore and celebrate the rich legacy of female scientists and thinkers but also have the ability to introduce or rekindle a love for STEM subjects.

A site deveoted to children's literature with a range of programs, events and connections to other literary resources. It aims to link people and groups throughout the community with stories and experiences to build literacy and learning, so as to enrich lives.

"So many historically based picture books now focus on lesser-known events or individuals. When those books fill in gaps of knowledge and connect to other events that we do know, they can broaden students' understanding of a moment in time or historical figure."

"Often I suggest we bring historically based picture books into student learning to explore history. So many titles are rich entry points for moments and individuals from the past. Another approach though is to use these narratives to explore the author as a researcher. How do authors gather background about individuals and events? How does that process help define the story?"

"Fundamentally, personification is a specific type of metaphor. Generally, personification is defined as a literary device that assigns human qualities and attributes to objects or other non-human things. "

"I do think it's beneficial to challenge yourself as a reader, whether that means reading poetry, the "classics," dense nonfiction, or literary fiction. I'm still surrounded by my YA TBR, and I look forward to getting to them, but this was a wake-up call to mix it up periodically. We can only grow as readers by stretching a little past what is comfortable."

"Teachers can use stories and poems to boost students' understanding of math and science concepts while giving them extra reading practice."

"Balancing rigorous academic study with joy in learning, particularly when it comes to project-based learning, may seem impossible... Teachers often define academic rigor in English as the study of challenging works of literature accompanied by in-depth literary analysis in writing. But what about projects that allow students to delve into who they are and what they are passionate about? Is there space for these projects in academic classrooms? Can we ensure that students learn concrete skills and are challenged academically while also providing them with opportunities for self-discovery and joy?"

The History Girls are a group of best-selling, award-winning writers of historical fiction and non-fiction. Some of us write for young adults, some for fully fledged adults, some for younger readers.

Welcome to the electronic edition of Whose History? Engaging History Students through Historical Fiction .

By Doug Lemov writing for Educational Leadership. To help students master nonfiction reading, we must design instruction that builds their background knowledge. Supports early stages of inquiry learning - tuning in, immersion, exploration.

We must teach students how to navigate in an unjust world, but also teach them how to change it. Educators talk about teaching the basics-reading, writing, and math-but shouldn't teaching students how to stand up, fight back, and work for justice be mandatory curriculum for a democratic society? This website was created by Linda Christenson (2004), who developed the PTAB (Target, Perpetrator, Ally, Bystander) strategy. It explains the strategy in depth, and provides additional information, lesson examples and resources which may be used.