During the 90s, numerous curriculum reform movements along with vast changes in the uses of technology in the classroom, have challenged educators to rethink the way they teach and the way students learn. In many of the reforms, such as interdisciplinary and thematic curriculum, trade books and the use of a variety of instructional resources have been the greatest beneficiary of change.  These changes have made an impact in most curriculum areas, particularly in reading and language arts, social studies, and science.  What were once innovative  trends have now become common practice.  

The following briefly describes many of these curriculum reforms and how the online resources at literatureplace.com reflect them. 

 I.  Authentic Literature: The basal reading series continues to play a significant role in reading and language arts instruction in the elementary grades by (1)  providing basic and sequential instruction in reading and language arts; and (2) introducing children to the best literature by serving as a springboard to reading real books.  

literatureplace.com supports your literature place by providing a variety of instructional resources that will engage your children in the experience of reading authentic literature.   By reading real books, young readers go beyond the excerpted chapters, short stories, and brief passages to the experience of encountering an extended text and a full treatment that can only be found in a complete novel. Sustaining action, remembering complex plot details, observing character growth, appreciating the author’s message, and  numerous other experiences are an important part of a reading and language arts program.  Your students will experience some of the best literature while participating in activities that enhance and extend the world of the story - its characters, its setting, its plot, its theme - into their world.

II.  Making Curriculum Connections: Literature mirrors the human condition. Hence, trade books provide natural links to social studies and science themes prevalent in the curriculum for Grades 3-8. 

literatureplace.com offers many titles in the Core Collection that correlate closely to major themes in the science and social studies curriculum.  For example, historical fiction titles at each level offer numerous links to important events and periods in history.  The Bookfolio activities related to these titles engage students in research projects that extend the story’s setting, event, or characters to recorded history.  Similarly, the “science” in the fantasy and science fiction genre correlates with many topics that are often found in the science curriculum.  

III.  Providing for Diversity and Multicultural Themes: Multicultural literature is literature that reflects a racial or ethnic group that is culturally unique, such as Black American, Hispanic American, Asian American, Jewish American, or Native American. 

literatureplace.com includes several titles in realistic fiction, folklore and legends, and biography that reflect a diversity of racial and ethnic groups.  This provides many opportunities for your students to understand the unique characteristics of each culture while appreciating the many human values and needs that cross cultural lines. Great care and attention was given to ensure both ethnic and gender balance within each of the three levels that make up the Core Collection.

IV.  Expanding Student and Teacher Roles: The passive learning environment which mentally and physically positions children as recipients of information and teachers as the informational source has changed to embrace classroom learning environments that are more student-directed and activity-centered.  

literatureplace.com facilitates this role shift from passive learner to active learner by offering a multitude of instructional choices for both students and teachers. Because of the number and variety of activities provided in each Bookfolio, students and/or teachers can select activities that match the students' learning modalities.  Students can choose to work independently or in cooperative groups; construct their own conceptual knowledge;  engage in activities that foster independent research and critical thinking; seize opportunities to develop their communication skills; and gain self-esteem that comes from competence and confidence. Similarly, the teacher’s role shifts to a more active one in curriculum planning and management of resources, in providing for group instruction as well as independent learning plans, and in creating an environment rich in instructional resources.

V.  Integrating Curriculum-based Technology:  As schools move from computer lab configuration and integrated learning systems to integration of the Internet in the media center and/or the classroom, curriculum-driven, Internet-based subscription services will become more widely used and will change the dynamics of the classroom from textbook-centered to resource-centered. 

literatureplace.com embodies this new model by positioning the computer with its link to the Internet as a resource tool for the media center and/or a classroom Teacher Center.  Teachers and/or students can access literatureplace.com to search for and select information for assignments, to make modifications and customize the material, and to create new curriculum. The measure of growth for instructional technology is moving from a quantitative approach that focuses on numbers of computers per student in the classroom to a more qualitative approach that focuses on how computers can be used in a resource-rich instructional environment.

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