Teachers, principals, and supervisors must become very knowledgeable and conversant about different approaches utilized in organizing the language arts curriculum. Thus, the separate subjects approach, the correlated approach, the fused curriculum, and the integrated curriculum represent diverse ways of organizing each of the curriculum areas in the elementary school. Each of these has advantages and disadvantages. A language-rich classroom, however, needs to be in evidence, regardless of the plan of organization utilized. A related question pertains to ways of grouping pupils for instructional purposes. Organized teachers are regarded more highly by students and appear to impart more information than disorganized instructors. Organizing instruction means being fully prepared. An outline of questions to be asked will always be a valuable aid. (SG)