Presents a language arts unit designed to create bridges between the real world and the story in order to help children develop both social understanding and reading comprehension skills. (FL)

Describes a seventh grade language-arts unit on playwriting that provided an outlet for the drama, energy, and creativity inherent in all adolescents and proved to be a highly successful and enjoyable program of study. (MG)

Lists 10 activities used to develop and reinforce the concepts of main idea and generalizing, after describing how a particular teacher connected a favorite meal with the understanding of these concepts. (MG)

Describes how the Internet can be used to support the active construction of knowledge within classroom, and can be used to create authentic literacy experiences for children. Discusses how literacy and learning are being redefined by the social constructivist perspective and constructivism. Notes specific Web sites. (SR)

Shares some lesser known generalities and historical influences that have influenced the English spelling system. Argues that teachers can help students discover some of the patterns and complexities of English spelling and together explore the rich and fascinating story of how this printed language has developed and changed over time, thus…

Describes memories of a "romance" with reading and creative writing, followed by contrasting doubts as a teacher. (TO)

Presents a brief account of the activities of the ERIC Clearinghouse on Reading and Communication Skills during the past year. (TO)

Suggests that values clarifying procedures implemented within the language arts program can improve children's self-image and their attitude toward reading and other language arts skills. Gives examples of values strategies. (JM)

Shows how language arts teachers can help the language building strategies of children by providing creative drama activities to allow them to use a range of strategies in appropriate ways. (EL)

Points out why drill work has a role in the language arts classroom, explores the possibilities of using a microcomputer to give children drill work, and discusses the characteristics of a good software program, along with faults found in many software programs. (FL)

Discusses proper procedures and mechanics for carrying out individualized instruction in the elementary classroom which will provide the children with a new view of their individual competencies. (RB)

Reviews three professional resources which discuss the issue of the best time to present specific components of the language arts curriculum. (MG)

Offers five questions that teachers may use to examine and evaluate their daily lessons while carefully observing their students. (SR)

Illustrates how teachers can use flexible grouping to help all children experience success in reading and writing. Notes that, because flexible grouping is relatively new, more research will need to be conducted to further clarify its strengths and weaknesses. (PRA)

Discusses evaluating resources for integrating science and social studies with the language arts by using questions that teacher-reviewers used when evaluating those resources. Reviews trade books and other resources designed for the integration of science and social studies. (MG)