Comments on the ability of fantasy to evoke images, the validity of fantasy, and influence of fantasy. (DD)

A primary/intermediate starter unit which explores circus life and history is presented. Activities range from constructing a circus time line beginning in ancient Rome to research on the treatment of animals by circuses. (MT)

This article contains ideas for turning a language arts center into an imaginary underwater playground. Activities involving poems, riddles, and word play are suggested, as are questions to investigate and art projects. (MT)

A family folklore unit gives pupils a rich language arts experience and helps them become sensitive to and accepting of differences in family situations. Suggestions for such a unit are made, and resources are listed. (MT)

A language arts unit on the shape "round" is described. Useful materials, references, and activities are suggested. (MT)

Discusses why and how writing can be taught in the elementary school and suggests some materials that can support an elementary writing program. (HOD)

Presents ideas for getting elementary students to explore the meaning of cliches and idiomatic phrases. (SJL)

Looks theoretically at the topic of authenticity, arguing that it is important to get beneath labels and the surface of classroom activities in order to create instruction that is authentic. Uses hermeneutics to examine authenticity as a perspective to help think through important issues. (SR)

Teachers are provided with 16 activity MENUS (Motivating and Exciting but Not Unmanageable Strategies) that introduce, extend, and refine important reading, writing, speaking, and listening skills. (IAH)

Discusses beliefs about language arts standards of members of the Elementary Section Steering Committee of the National Council of Teachers of English (NCTE). Discusses key assumptions underlying the International Reading Association/NCTE language arts standards and relates to a cycle of learning. (SR)

Describes the uses of riddles with elementary school students to create interest, develop literacy skills, promote learning in the content areas, and have fun. Notes 16 books of riddles. (SR)

The language arts are constructed like a doughnut or a bagel, so that at their center where there might be something, there is instead a hole--emptiness. The dominant approach to understanding the nature of language--generative grammar--does not suggest a center for the language arts. An alternative approach to language and mind is "cognitive…

Describes a poetry workshop for teachers, examining what it's like to be a student in a writing class again. (RB)

Describes a method aimed at teaching students to trust their imaginations and channel their fantasies toward purposeful ends. (RB)