A teacher describes how a classroom diary, part of a daily classroom routine, was created through class members sharing their experiences with each other. The diary also served as a teaching tool in such areas as language arts and handwriting. (CB)

Outlines how word processing programs can be used to create flexible programs for teaching reading and writing skills. Describes two curriculum development projects in the U.S. Department of Education Basic Skills Program that used word processing to develop an integrated language arts program. (MD)

Language arts teachers have usually restricted themselves to showing video interpretations of novels or filmed renderings of Shakespeare's plays, for fear of being labeled as that "person who shows movies." But film can be used as a "bridge" to other works of literature, i.e., terms, devices. For example, if the teacher wants…

Why is it important to take a closer look at the patterns of language, or discourse, in the conversations in Reading Recovery teachers' lessons? Conversations occur throughout the lesson as teachers communicate with children and are not limited to a procedural component of the lesson related to composing. Teachers' theories of the world, literacy…

The border between fact and fiction becomes blurred in legend, stories which themselves have a history, and in their evolving shape they carry the imprint of all the hands that passed them. Through the Internet, students can track the growth of a legend like that of King Arthur, from its emergence in the so-called Dark Ages to its arrival on the…

This brochure is intended to help teachers and parents prepare students for the North Carolina Open-Ended Assessments (in reading and mathematics) given at grades 4 and 8. The brochure states that teachers in grades 2-5 can use the information to prepare students for the open-ended assessments. This particular brochure focuses primarily on the…

Discusses procedures for selecting literature reflecting the subtopics of a specific theme. (HTH)

Presents a brief annotated bibliography of books, periodicals, and other resources for teachers when incorporating computers into English/language arts courses. (MM)

Examines several factors limiting the implementation of the whole language approach, including mystification of the concept, lack of parent involvement, and overzealous implementation. Discusses ways to avoid these problems. (MM)

Describes how teachers can demonstrate love for their students. Relates anecdotes showing loving interactions between students and teachers. (MM)

Examines HyperCard materials (computer software used to build structures that create patterns and connections) specifically designed for English and language arts classes. (MM)

Presents extracts from the Preface of the National Board for Professional Teaching Standards Early Adolescence/English Language Arts Standards. Discusses the educational context, the young adolescent in context, the philosophical context, and the standards format. Presents the 14 standards. (SR)

Discusses the logic, elegance, and history of using they, them, and their as singular indefinite pronouns. Notes that, as a solution to the pronoun problem, the strength of this solution is its vagueness. Offers numerous real-life examples from publications or broadcasts and lists why it is counterproductive for English teachers to exclude this…

Considers poetry for children by the late Ted Hughes, British Poet Laureate. Examines it in its own terms as poetry and in terms of its intended audience. Suggests his poetry was an attempt to create a body of work that remained true to his gift of "caging" the minute within real and imaginary worlds. (SR)

One of a series of educational packages designed for implementation either in a workshop atmosphere or through individual study, this Hot Topic guide presents a variety of materials to assist educators in designing and implementing classroom projects and activities centering on the topic of outcome-based education. The Hot Topic guide contains…