Describes the poems written by sixth grade students in response to William Carlos Williams's poem "The Dance" and Pieter Bruegel's painting "The Peasant Dance." (HTH)

Describes the methodology and results of a study of the preferences of fourth- and fifth-grade children for film form and technique. Indicates that children prefer narrative/live action films, followed by narrative/animation, nonnarrative/live action, and nonnarrative/animation. (HTH)

Presents a case study of a fourth grade boy writing science fiction in a writing workshop. (HTH)

Describes a two-day residence in a fifth- and sixth-grade classroom of poet Arnold Adoff. Presents his interaction with five students as they struggle with their poetry writing. (HTH)

Presents the responses of three fifth-grade students to two current children's novels to show how popular literature and personal response can provide teachers with insights about the literary understanding of their students. (HTH)

Reviews 17 recent young adult books that might appeal to the late elementary/middle school/junior-high-age children. Discusses the use of corollary text to help readers make connections between recent young adult literature and older, often classic literature. (MG)

Observes that changes in the pattern of social interactions in classrooms as a result of computers may be even more significant than any simple technological effect. Illustrates the point with an example of sixth-grade writing on the QUILL software system, and the student's increased peer interaction and audience awareness. (HTH)

Reviews 13 professional materials that explore the uses of expository texts and informational materials designed to be used with elementary and middle school students in the classroom. Discusses a book that provides a whole-language perspective on language learning and teaching. (MG)

Presents conversations of a group of fifth graders collaborating on a social studies task to illustrate how childen use language to learn. Focuses on one student whose oral language was rapid and chaotic but who demonstrated extremely sophisticated and complex structuring of knowledge to understand a particular social studies concept. (HTH)