This study explores the possibilities for learning content that might accompany the use of an historically accurate graphic novel as part of a language arts instructional unit. During a 6-day unit, 16 sixth grade students engaged in graphic novels in ways that support comprehension, both in the context of a graphic novel text set and a specific…

When evaluating the effectiveness of their program, members of the Brooklyn College SEEK Department, a higher education opportunity program, decided to make their pedagogy more student-centered. They created a method of reading instruction, which they named critical inquiry. Its goals are to build community through teaching students to annotate,…

When asked to discuss their middle school language arts classes, talented eighth graders identified concerns and made suggestions for their teachers. Students voiced desire for choices in selecting reading materials, writing topics and genre. They preferred having extended periods of time to engage in reading and writing activities, rather than…

The term "literature circle" refers to a classroom instructional strategy that connects all aspects of literacy for students with varied interests and levels of reading achievement. Although general education teachers commonly use literature circles, special education teachers have used this strategy much less frequently. Literature circles lend…

In this Voices Inside Schools essay, a veteran teacher shares her reflections on a classroom unit entitled "How Language Reveals Character." The goal of the unit is to help adolescents read and write critically through an exploration of literary characters' language. Beginning by drawing on adolescents' fascination with one another,…

Describes how one instructor incorporates daily poetry "breaks" in middle school. Explains that students begin by listening to Eve Merriam's "How to Eat a Poem," then imitate poems first in pantomime, then with sound and action. Notes that students later write and trade poems, and end the term with a poetry festival. (SG)

Suggest that investigating the lives of other people expands students' knowledge about themselves, others, and the world while developing and refining literacy skills. Proposes that biography study addresses the language arts standards. Explains two activities that employ biography study, called "biography expense accounts" and "link-up." (PM)

This feature blends children's literature with in-class cooking ideas to add spice to reading programs at various times of the year. A seasonal list of reading books appropriate for elementary school-age children is coordinated with recipes for dishes that complement the stories. (PP)

Describes the Reporter's Reading Method, a student-directed reading system that requires students to write questions as they read, and use those questions as the basis for classroom discussion. (MM)

Offers four practical ideas for classroom use within the field of literacy education: (1) "Press Conference: A Strategy for Integrating Reading with Writing"; (2) "Expressing Ethnic Identity through Brown-Bag Big Books"; (3) "Beanstalk Heroes: Jack and Jim in an Integrated Primary Curriculum"; and (4) "Reading the World around Us." (PRA)

This booklet was prepared for use as a staff development presentation in response to an official statement by International Reading Association's "Executive Board that literature (and the reading and writing that goes with it) must be the foundation of the language arts curriculum. The purpose of the booklet is to provide alternatives to…

Notes that when assigned writing topics requiring sophisticated reading students circumvent interpretation by rewriting the text in their personal idiom. Suggests that since meaning is discovered through process, students should be given numerous opportunities to respond to the same text. Offers several kinds of response activities. (JG)

Discusses Guam's unique multicultural student and teacher population. Describes two classroom language arts activities (the method of taped repeated reading and "write around") that have met with success and continue to gain momentum in Guam's classrooms. (RS)

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

Encouraging interactive learning and motivating K-5 students, this book presents step-by-step directions, drawings, black line masters, and photographs for 48 thematic classroom projects that use everyday items. The first chapter discusses the history of the "bag ladies." The second chapter describes how to gather, make, and store classroom…