This study offers a descriptive analysis and classification of drama techniques that can be used in foreign language teaching. The aim is to provide language teachers and practitioners with accessible techniques that can be easily utilized in major stages and skills of the language teaching process as needed. The method of the study includes…

As your school district undertakes the process of evaluating its K-12 reading program, literacy curriculum, or literacy instructional practices, this book will be your go-to resource. Pennell offers a step-by-step guide for educators, school leaders, or professional learning communities to evaluate high-quality instructional materials and…

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from…

Describes a method of teaching students how to make connections between sentences that they write or read. (DD)

Biographies can inspire students to reach their goals and explore various literary elements (turning points, cause and effect, and figurative language). This reading and writing workshop presents resources and strategies for introducing students to biography. A student reproducible has students examine why people are their role models or mentors.…

Describes how to use drama to help students live through and see what they are reading, thus enjoying reading more. The workshop offers strategies for reading and writing dramatic texts. A reading and writing workshop poster on a Midsummer Night's Dream is included. A reproducible sheet allows students to use their imaginations to create dramatic…

Presents specific ideas for using television as a springboard to instruction in reading, writing, and other subject areas. (FL)

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

Presents suggestions for bringing reading and writing to life in the classroom and helping students develop a lifelong love of both. Includes creating a refrigerator door for displaying student work, using digital notebooks, establishing a publishing center, holding lunch-bunch meetings, binding students' writing into class collections, reading…

Suggests three strategies to help students hear the sounds in words: developing phonemic awareness; explore sound/symbol relationships; and discover spelling patterns. This method is most effective if teachers continuously encourage students to think about how these strategies will help them as readers and writers. (SM)

Presents four informal assessments that elementary teachers can use to compare students' spelling progress to typical midyear benchmarks. The assessments, which target K-6 students, emphasize alphabet recognition, phonemic awareness, attitude and consciousness about spelling, and spelling growth through writing samples. The paper includes a…

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)

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

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)