The fictional worlds created by many contemporary American and Canadian Indigenous novelists for young people provide unique access to the lived experiences of Indigenous people, past, present, and future and the often inaccessible worlds they inhabit. Readers age 10-16 will gain many insights about Indigenous people and themselves—Indigenous and non-Indigenous readers alike—through sustained immersion in fictional worlds where Indigenous people are foregrounded, active, autonomous, respected, and valued.

The fictional worlds created by many contemporary American and Canadian Indigenous novelists for young people provide unique access to the lived experiences of Indigenous people, past, present, and future and the often inaccessible worlds they inhabit. Readers age 10-16 will gain many insights about Indigenous people and themselves—Indigenous and non-Indigenous readers alike—through sustained immersion in fictional worlds where Indigenous people are foregrounded, active, autonomous, respected, and valued.

Many middle grade novels published in the past 50 years focus on the personal experiences of a prominent fictional world individual age 10-14. This singular focus on one adolescent character, which is sustained for the full length of the novel, is most common in contemporary realistic or period novels. To explore the personal experiences of a prominent fictional young person with middle grade students, teachers will select novels whose exclusive focus is the lived experiences of one fictional world individual age 10-14 and guide students' efforts to develop full and enlightened understandings about these individuals. Collaborative Explorations of Character Experience: Reading Actively in Middle Grade Language Arts draws on the personal experiences of eight fictional young people in an effort to answer three key questions: What can middle grade students learn about a prominent adolescent character in a middle grade novel by focusing on the personal experiences of that individual? In what ways do middle grade students benefit from reading assigned novels with a sustained focus on character experience and the personal experiences of a fictional young person? How can middle grade language arts teachers help their students to read assigned novels with a sustained focus on character experience?

Many middle grade novels published in the past 50 years focus on the personal experiences of a prominent fictional world individual age 10-14. This singular focus on one adolescent character, which is sustained for the full length of the novel, is most common in contemporary realistic or period novels. To explore the personal experiences of a prominent fictional young person with middle grade students, teachers will select novels whose exclusive focus is the lived experiences of one fictional world individual age 10-14 and guide students' efforts to develop full and enlightened understandings about these individuals. Collaborative Explorations of Character Experience: Reading Actively in Middle Grade Language Arts draws on the personal experiences of eight fictional young people in an effort to answer three key questions: What can middle grade students learn about a prominent adolescent character in a middle grade novel by focusing on the personal experiences of that individual? In what ways do middle grade students benefit from reading assigned novels with a sustained focus on character experience and the personal experiences of a fictional young person? How can middle grade language arts teachers help their students to read assigned novels with a sustained focus on character experience?

This book offers a comprehensive analysis of character focalization in ten contemporary realistic children's novels. The author argues that character focalization, defined as the location of fictional world perception in the mind of a character, is a prominent textual structure in these novels. He demonstrates how significant meanings are conveyed in a variety of forms related to characters' personal and interpersonal experiences. Through close analysis of each text, moreover, he exposes distinctive perceptual, psychological, and social-psychological patterns in the opening chapters of each novel, which are thereafter developed by the principles of continuation, augmentation, and reconfiguration. This book will appeal to scholars, teachers, and students in the fields of narrative studies, stylistics, children's literature scholarship, linguistics, and education.

Middle grade students can learn a great deal about themselves and their world by reading informative texts in science courses. These texts will focus on important topics in earth science, life science, and physical science and shape students' understandings about scientific inquiry, science-related processes and phenomenon, engineering and design, and technological innovations. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade science courses. This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand science textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students' learning of science content through reading. Three associated questions will be addressed in this book: * What actions do proficient readers engage in to understand assigned course texts? * What do these actions entail, and how do they relate to each other? * What teacher-mediated practices best support middle grade students' development as proficient readers and enhance their learning of course content through reading?

Middle grade students can learn a great deal about themselves and their world by reading informative texts in science courses. These texts will focus on important topics in earth science, life science, and physical science and shape students' understandings about scientific inquiry, science-related processes and phenomenon, engineering and design, and technological innovations. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade science courses. This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand science textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students' learning of science content through reading. Three associated questions will be addressed in this book: * What actions do proficient readers engage in to understand assigned course texts? * What do these actions entail, and how do they relate to each other? * What teacher-mediated practices best support middle grade students' development as proficient readers and enhance their learning of course content through reading?

Middle grade students can learn a great deal about themselves and their world by reading informative texts in social studies courses. These texts will focus on important topics in history, geography, civics, government, and economics and offer students a range of perspectives on past and present social events. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade social studies courses. This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand social studies textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students’ learning of social studies content through reading. Three associated questions will be addressed in this book: • What actions do proficient readers engage in to understand assigned course texts? • What do these actions entail, and how do they relate to each other? • What teacher-mediated practices best support middle grade students’ development as proficient readers and enhance their learning of course content through reading?

Middle grade students can learn a great deal about themselves and their world by reading informative texts in social studies courses. These texts will focus on important topics in history, geography, civics, government, and economics and offer students a range of perspectives on past and present social events. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade social studies courses. This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand social studies textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students’ learning of social studies content through reading. Three associated questions will be addressed in this book: • What actions do proficient readers engage in to understand assigned course texts? • What do these actions entail, and how do they relate to each other? • What teacher-mediated practices best support middle grade students’ development as proficient readers and enhance their learning of course content through reading?