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)

Explores the child's use of language and suggests way to promote language development in the classroom. (MKM)

Describes how two fifth-grade classes and one third-grade class used peer groups to respond to students' writing. (DD)

Offers a model of the spelling process and suggests a framework for diagnosis and for grouping of words. (DD)

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

A unit on poetry for gifted students is presented. Five activities focus on distinguishing poetry from prose, poetry from mere rhyme, and examining characteristics of poetry. Excerpts of poems and questions for students are included. (CL)

Creative writing should be a spontaneous experience in which primary-age children are free to express their ideas in their own unique ways, unhampered by having to conform to "correct" standards. (NQ)

Urges the conscious study of personal and professional gestures in elementary school so that children can become fully effective communicators and interpreters of communication. (DD)

Describes how a purposeful, creative use of show and tell can help develop students' speaking, listening, and thinking skills. (DD)

Describes a "literary gift exchange" in which students buy or make gifts for other students' favorite literary characters and explain to the class why the gifts are appropriate. Argues that the gift exchange is a good way to end the school year and review the literature studied. (RS)

Reviews student and newsstand magazines in order to explore their potential for integrating the English language arts. (MS)

Presents nine short pieces written by teachers describing how they relate the visual arts to language learning in their classrooms. (SR)

Lists five key elements of cooperative learning. Shares some ideas on cooperative learning successfully used in the language arts classroom. (RS)

Presents a six-step reading/study skills strategy which helps students learn how to approach a new text. (SR)

Describes using a passage from the book "Raney" by Clyde Edgerton as a read-aloud in social studies and language arts classrooms to explore value conflicts, understand cultures, study dialog and to introduce drama. (SR)