Explores the relationship between language arts and social studies in terms of subject integration and the established school curriculum. States that this integration helps students achieve a variety of goals and skills. Hypothetical situations taken from Alberta provincial curriculum guides are used to explore the merits and disadvantages of…

The collection of 15 teaching ideas from teachers of limited English proficient students focus on language skills and include such suggestions as having older students prepare a slide show to illustrate irregular English verbs for younger students and interviewing parents about their traditions. (DB)

A collection of plays, stories, and rhymes are offered in this article to help celebrate Halloween. (DF)

Offers practical activities that make spelling drill more interesting and more applicable to vocabulary development. (FL)

Connecting art and language arts, this guide offers creative lessons for more than 140 favorite children's books, most of which have been published within the last 10 years. The lessons help teachers inspire students in grades K-5 to create art projects related to a book's story. In the first part of the book, the author explains more than 50 art…

Examines the who, what, where, how, and why of informal drama instruction in the classroom, arguing that, given the current emphasis on "basics" in education, such instruction can provide one of the most basic educational experiences in language arts. (HTH)

Presents background and directions for an elementary-level activity combining art and language in which students study verbs and animation techniques. To understand how verbs suggest the passage of time, students visualize action sequences. (AM)

Argues that research is not only a product and a process but an attitude and suggests that the attitude of ethnography stresses that good teachers should act like good researchers and good researchers should act like good teachers. (JL)

Describes an arts unit on music and poetry for upper elementary classes which covers tone color, dynamics, register, tempo, form, and enunciation. Students read poems, write and record their own poems, and listen to poetry readings. The unit concludes with a choral speaking experience. (AM)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Describes a program of oral interpretation of poetry for children as a springboard into the language arts program. Describes the poetic nature of children, acknowledges rhythm as an important component of spoken language and poetry, and suggests possibilities for bringing children and poetry together through rhythmical experiences. (JMF)

Argues that language arts teachers need to guide pupils in developing good handwriting so that they may communicate content to others. Offers six principles of teaching and learning good handwriting. (FL)

Describes draw-on filmmaking as an exciting way to introduce children to the plastic, fluid nature of the film medium, to develop their appreciation and understanding of divergent cinematic techniques and themes, and to invite them into the dream world of filmmaking without the need for a camera. (AEA)

Presents a selection of language arts ideas related to the presidential election campaign. Activities cover critical listening, role playing, vocabulary development, reading, oral speaking, and writing. (SJL)

Reports research on providing communication skills through art activities in the primary grades. (RL)