Presents ten activity cards which can be used in developing students' defining skills. (DD)

Discusses the phonics v whole-word controversy in the teaching of reading and defends the use of the phonics approach for certain purposes. (DD)

Article considered the ingredients for effective teaching of language arts. (RK)

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…

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Advocating the whole language philosophy as an approach which makes language learning easy and fun for hearing-impaired children, activities involving reading favorite books, shared reading, and rewriting stories wherein new words and sentence structures are introduced in the context of the whole story or poem. (CB)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

Because both whole language and traditional skill-based instruction have strengths, educators should use a combined approach that includes direct instruction in phonics and reading comprehension skills along with whole language instruction. (Author/TE)

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)

Presents a computer-assisted activity that helps students discover the importance of choosing words carefully. With a word processing program, small groups of students prepare creative, fill-in-the-blank challenges in which classmates must replace missing adjectives or verbs. (SM)

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)

Describes ten learning activities, contributed by a group of teachers, that deal with such areas as phonics; word attack and spelling skills; and powers of observation, listening, and recall. (GT)

Presents poetry activities to help students develop two important skills--comparing elements and decoding compound words. The first activity has students unravel a list poem and put one together. The second has students explore compound words within a poem. A reproducible list poem is included. (SM)

A whole-language approach to science can enhance student learning. Curiosity about science leads to research, reading, and writing. An example of a two-week unit on ants is presented, in which students begin by watching the ants, then organize their thoughts, research ants, write about ants, and create final projects. (SM)

Presents suggestions for helping students learn to read and appreciate literature by tapping into their multiple intelligences (spatial, bodily-kinesthetic, musical, mathematical-logical, interpersonal, verbal-linguistic, and intrapersonal). The paper describes the eight intelligences. A teacher reproducible sheet presents a multiple intelligences…