Describes how writing with specifics can transform poetry, helping to create vivid pictures in the reader's mind. Offers three of the author's own poems that illustrate the judicious use of detail. (SR)

Notes that when introduced with care, haiku has the potential to become the virtual jack-of-all teaching tools. Describes how the author introduces haiku to her students. Suggests that haiku provides students with an uncluttered opportunity to apply alliteration to their writing. (SG)

Considers how spelling instruction tends to become much more focused on correcting and rewriting text. Explores how educators can develop students' spelling ability in the middle grades, conceptualizing spelling more broadly than the traditional focus on spelling as part of the editing/proofreading phase of writing. (SG)

Considers a number of different spelling/meaning patterns that may help students advance their spelling knowledge while strengthening the conceptual connections among known words and providing clues to the meaning of unfamiliar words. Describes ways in which to make spelling/meaning connections. (SG)

Offers the author's (a noted writer of children's novels and picture books) personal theories about mixing mirth and mayhem. (SR)

Considers how students who have to guess a lot when spelling do not believe they have control over their language; they think the language has control over them. Suggests that teaching students the patterns and rules of the language helps their spelling improve. Gives specific examples of rules that teachers can teach students to help improve…

Describes the Power and Literacy for Disadvantaged Youth (PAL) project which includes more than 45 teachers from 20 different middle schools who are committed to work with at-risk students in a workshop atmosphere in their English language arts classrooms. Describes how each PAL teacher developed an implementation plan. Discusses what these…

Word processing continues to be the focus in many classrooms, although more and more teachers now ask students to publish on the Web, engage in e-mail conversations regarding their reading and writing, create slide presentations that represent their learning, post to blog sites, etc. And while there is a growing body of research that supports…

Encourages student awareness of the connections between their classroom experiences and real life. Develops an idea to motivate and keep track of students' findings, the "I Spy Vocab Words" contest. Describes how the author implemented the contest. Notes how the program has students keep a log of vocabulary words they find in their everyday lives.…

Describes the author's experience in keeping a reading-writing journal. Notes how her journal began as an academic journal, but her personal life crept into it. Notes that her students experienced the same thing. (SG)

Considers conversation one of the most useful tools in the author's teacher's toolbox. Features a sample sequence, complete with the handout he uses in class to achieve productive conversations. Outlines conversation guidelines. (SG)

Suggests that instead of thinking about literacy as an entity, thinking about literacy as social practice can be revolutionary. Argues that rather than think in terms of phonics, spelling, and grammar, it is helpful to think about what kinds of literacy one needs in order to read things critically. Discusses multiple literacies, literacy as a…

Notes that performative literacy can be identified as an enabling knowledge-- knowledge that enables readers to activate and use all the other forms of knowledge that are required for the exercise of anything like a critical or disciplined literacy. Identifies seven traits as constitutive of performative literacy, each one associated with actions…

Suggests that drawing allows students time to think, spaces in which to look at the world more deeply, and ways into words. Lists eight ways teachers can encourage students to use drawing in language arts classrooms. (SG)

Suggests three main characteristics middle school students can look for when deciding whether a Web site has reliable information. Encourages students to "Think APE": Author, Purpose, and Expiration date. Presents an annotated list of eight Web sites to help build Web literacy. (SG)