Presents brief annotations of 11 books and journal articles (published between 1971 and 1996) useful to teachers, that address the teaching and learning of spelling. (SR)

Looks at the importance of valuing children's play for its contributions to writing skills. Shares the insights a teacher derives from observing children in situations where they seem to be "only playing." Reminds readers of the crucial connection between assessment and teaching that should be maintained. (MG)

Argues that children's literature is a great tool for teaching writing in the elementary grades. Offers a list of fine children's literature the authors use to teach specific writing and "writerly" skills. (SR)

Describes the evolution of the author's children's picture book, "An Amish Christmas." Notes how he refers to "Christmas in Noisy Village" (1964) by Astrid Lindgren, a praised children's Christmas book. Describes how he used Lindgren's economical use of words and book format as a guide. (SG)

Offering information to help parents understand how writing is taught in classrooms that use the 6-Trait Model for writing assessment and writing instruction, this handbook describes the model and how parents can provide the kind of support at home that would make classroom instruction even more effective. Sections of the handbook are: "A…

One of a series of educational packages designed for implementation either in a workshop atmosphere or through individual study, this Hot Topic guide presents a variety of materials to assist educators in designing and implementing classroom projects and activities centering on the topic of creative writing in the elementary school. The Hot Topic…

Intended to provide teachers with a variety of holistic activities to promote thinking skills and the synthesis of skills while also raising scores on the Texas Educational Assessment of Minimal Skills (TEAMS), this booklet focuses on activities which teachers can implement immediately. The publication contains major sections for each of the…

Describes a study of writing in grades one through eight designed to identify types of misspellings, to determine at what grade level problems emerge, and to identify developmental changes in the kinds of errors committed. Found that students' spelling improved over nine years but concludes that spelling is essentially self-taught. (JAD)

Discusses the differences between inauthentic and authentic writing, arguing that most writing in school is inauthentic, because it is written for someone else's intentions. Examples are cited from a classroom with an essentially whole language orientation, but which occasionally reverts to inauthentic writing assignments. (HTH)

Notes that a premium has been placed on written composition in American schools. Discusses classroom research that demonstrates the power of oral composition. Suggests that to help all children become better composers, educators must involve them in authentic oral, as well as written, composition. (SR)

Reflects on four significant issues discussed in this issue devoted to teaching writers to spell: (1) how much time should be spent on spelling; (2) how kids can be helped to care more about spelling; (3) how stakeholders can be helped to understand the point of what educators are doing with spelling; and (4) where the national climate is heading…

Results of a study of 93 sixth graders indicated that peer feedback seemed to have positive effects on writing quality. Findings also suggest that students are able to significantly improve surface structure quality within a multiple-draft process both with and without the benefit of peer feedback. (IAH)

Discusses six reasons why assigning students to put math into words and sentences will benefit teachers and students, noting how such writing improves students' skills in math, critical thinking, and composition. (HTH)

Discusses writing as a social activity and how collaborative writing enables risk taking and promotes a change in writing attitudes. Provides examples of collaborative writing in the following areas of expository text structure: enumeration, sequence, comparison/contrast, and cause/effect. (MG)

Describes a thinking/prewriting procedure which can be used to help writers clarify their thinking and increase their ability to express their thoughts orally or in writing. Describes a classroom experience where clustering is used to teach students how to write a persuasive piece and discusses other classroom applications of clustering. (MG)