Finding suitable authentic materials for the FLES class may be a little more difficult than for secondary school students, but resources are available. Activities intended for bilingual programs are a good source, but they must be carefully sifted to make sure they are not too advanced for English-dominant pupils. Those of us who have access to a public library in a Hispanic area or to a Spanish bookstore are indeed fortunate. A college or university that prepares students to teach in bilingual programs offers some materials and certainly pertinent bibliographies. A comparatively recent addition to FLES resources is the FLESNEWS, published three times a year by NNELL, the National Network for Early Language Learning.1 In the absence of these facilities, a FLES teacher can network, that is, ask other FLES instructors for suggestions. Not knowing other teachers of FLES personally need not be a stumbling block. Upon receiving the preliminary program of a meeting or conference, for example, the instructor can write to the speakers on FLES topics and ask if they have any suggestions for finding authentic materials, or have any to share. A number of distributors of children's books are listed in the appendix at the end of this article. Their catalogues include many books imported from Hispanic countries, mainly Mexico and Spain. A careful choice will supply not only cultural components for the FLES program, but items for teaching and reinforcing structure and vocabulary. A new source of material is the AATSP's recently appointed Pedagogical Coordinator, who, upon receipt of a self-addressed envelope, will send members a list of activities and materials available for the various levels and for specific teaching aims. For a moderate postage and handling fee, items of interest can be ordered from Nancy Humbach, Pedagogical Coordinator, 486 Maple Circle Drive, Cincinnati, OH 45246. Collected from a delightful book published in Spain are several poems that can be helpful to FLES teachers. For example, children enjoy playing a game in the target language that they already know in their native language. To choose teams, children have special rhy es in every country. Two simple poems2 suitable for early learners are: