This paper begins by talking about six findings from a major long-term study conducted by Judith Langer, Director of the Center for the Study of English Learning and Achievement, State University at Albany, New York--the study examined English language arts programs in schools that have been working to increase student performance. The paper states that Langer focused on two kinds of schools--those identified as typically performing schools on standardized tests and those that were much higher performing schools with similar demographics. It lists and discusses her findings: (1) Teach skills and knowledge through a balance of three basic models of instruction (separated, simulated, and integrated); (2) Integrate any test preparation within the curriculum throughout the year; (3) Within curriculum and instruction, make connections across content and structure to ensure coherence; (4) Emphasize strategies for thinking and doing, or problem solving and critical thinking; (5) Encourage generative learning; and (6) Design instruction to foster collaboration and shared cognition. The paper also culls findings from other studies: (7) Recognize and respect languages other than standard written English; (8) Respond to student work with an emphasis "first" and "foremost" on the ideas, or content, and purpose of student productions; (9) Focus instruction on inquiry; and (10) Design inquiry-based thematic units. It then describes the features of good inquiry-based thematic units and provides a model unit. Participant handouts are appended. (Contains 38 references.) (NKA)