1. Does the child love one book, many books, reading in general?
2. Does the child become easily involved or easily distracted in reading a book?
3. Does the child predict, question, and confirm his way through a book?
4. Does the child prefer one genre, author, or illustrator over others? Is she aware of her preference? Can she recognize characteristics of genre, author, or illustrator?
5. Is the child a flexible reader who reads easily in several genres, who reads often and quickly?
6. Can the child select books that satisfy him? Is he open to suggestions from other readers?
7. What kinds of understandings and awareness do the child's products reveal?
8. Does the child visualize, identify with, become involved with, or understand the motives of characters?
9. Does the child visualize settings?
10. What connections does the child make between a particular book and others by the same illustrator or author? Of the same genre? With the same theme? What patterns does she see?
11. What kind of thematic statements does the child make? Can he see a book title as a metaphor for a larger idea?
12. What connection does the child make between literature and life?
13. What questions does the child's reading raise for her?
14. What literary elements, such as prologues, unique dedications, interesting chapter titles, language use, or narrative style, does the child notice?
15. How are these reading patterns changing as the school years progress?
16. Is the child voluntarily reading more at school? At home?
17. Is the child responding to a greater range and complexity of work?

Dealing with a Demand for Censorship

1. Do not discuss the issue until you are prepared. Give the person who is seeking to censor a book a form for "reconsideration of a book" and make an appointment to discuss the book.
2. Write out a rationale for choosing and using the book with children if you have not already done so.
3. Make copies of reviews of the questioned book from professional reviewing journals.
4. Notify your principal of the expressed concern. Give her or him copies of the reviews and of your rationale.
5. At your conference, explain the school's selection policy and present copies of the reviews of the book and the rationale explaining your reasons for selecting it.
6. Listen to the stated concern as objectively as possible.
7. Inform the person that the material will be reconsidered by the selection committee if he or she wishes it to be.
8. Submit the reconsideration form to the book selection committee of librarians, teachers, and parent representatives for their discussion and decision.
9. Inform the person expressing the concern what the committee decided and why.

Evaluating a Literature Program

• Is there a school library media center in each elementary school building? Does it meet American Library Association standards for books and other media?
• Is there a professionally trained librarian and adequate support staff in each building?
• Does every classroom contain several hundred paperbacks and a changing collection of hardbacks?
• Are reference books easily accessible to each classroom?
• May children purchase books in a school-run paperback bookstore?
• Do teachers encourage children to order books through various school book clubs?
• May children take books home?
• Are children made aware of the programs of the public library?

• Do all children have time to reach books of their own choosing every day?
• Do all teachers read to the children once or twice a day?
• Do children have time to discuss their books with an interested adult or with other children every day?
• Are children allowed time to interpret books through art, drama, music, or writing?
• Do children seem attentive and involved as they listen to stories? Do they ask to have favorites reread?
• Is literature a part of all areas, across the curriculum?

• Do teachers show their enthusiasm for books by sharing new ones with children, reading parts of their favorite children's books, discussing them, and so on?
• Do classroom and library displays call attention to particular books?
• Are children encouraged to set up book displays in the media center, the halls, and their classrooms?
• Does the media specialist plan special events—such as story hours, book talks, sharing films, working with book clubs?
• Do teachers and librarians work with parents to stimulate children's reading?
• Are special bibliographies prepared by the librarians or groups of children on topics of special interest—mysteries, animal stories, science fiction, fantasy, and so on?
• Are opportunities planned for contacts with authors and illustrators to kindle interest and enthusiasm for reading?

• Do teachers and librarians try to introduce children to a wide variety of genres and to different authors when reading aloud?
• Do teachers share poetry as frequently as prose?
• Do children read both fiction and nonfiction?
• Are children exposed to new books and contemporary poems as frequently as some of the old favorites of both prose and poetry?
• Do children have a balance of wide reading experiences with small-group, in-depth discussion of books?

• Do children keep reading logs or records of their free reading?
• Do older students (grade 3 and up) keep a response journal of their reading?
• Do teachers record examples of children's growth and understanding of literature as revealed in their play, talk, art, or writing?
• Do students and teachers together create an assessment portfolio with samples of children's best work?
• Are children allowed to respond to books in a variety of ways (art, drama, writing), rather than by required book reports?
• Is depth of understanding emphasized, rather than the number of books read?
• Are children responding to a greater range and complexity of work?
• What percentage of the children can be described as active readers? Has this percentage increased?
• Are some children beginning to see literature as a source of lifelong pleasure?

• Are teachers increasing their knowledge of children's literature?
• What percentage of the staff have taken a course in children's literature in the past five years?
• Are some staff meetings devoted to ways of improving the use of literature in the curriculum?
• Do teachers attend professional meetings that feature programs on children's literature?
• Are in-service programs in literature made available on a regular basis?
• Are in-service programs, such as administering the running record or the Miscue Analysis, given regularly?
• Are such professional journals as New Advocate, Horn Book Magazine, Book Links, and School Library Journal available to teachers and librarians?
• Are professional books on children's literature available?
• Have the teachers and librarians had a share in planning their literature programs?
• Do teachers feel responsible not only for teaching children to read but also for helping children find joy in reading?