The driving question for this brief is based on the most common question that teachers, principals, school leaders, coaches, and grant writers ask the Buck Institute for Education (BIE) about Project Based Learning (PBL): What evidence exists that shows the impact of Project Based Learning on student learning in core content areas? Research shows…

This annotated bibliography surveys key resources and research related specifically to language learning and literacy. It focuses on resources that will be valuable to teaching professionals and researchers who specialize in the areas of foreign and second language teaching, language arts and first and second language literacy. Significant…

Examines professional concerns related to improving children's knowledge of language, determining what knowledge children bring to a learning environment, and promoting children's joy of learning. (RL)

Since language is profoundly metaphorical, it is evident that metaphoric creation has held a place in the evolution of language and that people across all ages have contributed. Therefore, teaching children to interpret metaphors should have a place in all language programs for both the practical and aesthetic value it would afford them. Many…

Bilingual parents can help the teacher in developing culture-related reading activities and with students' emotional adjustments. They can help the librarian in reading and language arts related activities. At home, they can give children the confidence and reassurance needed to learn successfully in a different language environment. (NQ)

Discusses the influence television has on children's language development and lists television resources that illustrate children's literature, vocabulary and reading skills, mathematics, and study skills. (HTH)

Reviews several studies showing that learning to type enhances children's language arts skills. Describes a program that successfully taught typing to elementary school children. (FL)

Reviews several syntactic studies of children's reading comprehension and suggests teaching methods for promoting sentence comprehension in context. (DD)

Noting the discrepancy between what is advocated and what is practiced in language arts classroom, this Digest synthesizes the existing problems, reviews the research supporting language arts integration, and proposes a rationale for integrating the language arts. The Digest points out that these new initiatives in language arts focus on the…

Explains the concept of language function and its importance in classroom instruction. Defines specific language functions--controlling, informing, forecasting/reasoning, and projecting--and suggests how children can practice these functions within the scope of a social studies lesson. Includes sample lessons and lists of activities to elicit…

Presents a system for differentiating skills and teaching objectives in a way that makes the underlying common components of the language arts more readily identifiable. (FL)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Provides an annotated bibliography of 10 ERIC documents and journal articles that focus on the interdisciplinary approach to elementary school social studies curriculum development and instruction. Specifically includes information on integrating language arts, art education, and global education in social studies. (CFR)

With this book as a guide, elementary school teachers can build classroom themes that offer students substantive encounters with knowledge, literature, and language. The book discusses a rationale for theme teaching; an explanation of the different kinds of themes; a variety of ways in which themes can be treated in the classroom; a detailed…