This ungraded curriculum guide was designed specifically for slow learners in basic, secondary level English classes. The content, built on the rationale that the slow learner can learn to spell and use standard English in speaking and writing, consists of twenty-three objectives for each of which several activities and techniques are listed. A…

Designed (1) to create an interest in the study of language, (2) to help students understand something about the characteristics of language, and (3) to show students that language is a system, Unit I of the Oregon Elementary English Project offers the following six lessons: "Are Animals Like Humans? compares human and animal communication;…

Curriculum guides reviewed and recommended by the National Council of Teachers of English Committee on Curriculum Bulletins during 1974, 1975, and 1976 are listed and briefly annotated. The list seeks to publicize good curriculum planning and guide writing in order to provide models for schools which are revising their own programs. In addition to…

Describes language-arts activities in the "Gemini Project," a program designed to foster creative expression in a mixed group of senior high and elementary school students. (KS)

The author urges that teachers recognize and utilize student experience and authority in the instruction of English. (AN)

Advocates a thematic union of readings, essay topic, music and art to expose gifted students to the great thinkers of the past and present, and to make them aware of the limitless range of literature as well as to the effectiveness of different media. Gives examples of themes. (RB)

Simplification of Haiku to enable fifth graders to write their own verse. (AF)

Suggests that the "Standards for the English Language Arts" (copublished by the National Council of Teachers of English and the International Reading Association) makes good sense about literature and almost none at all about literacy. Argues that for 99% of the school population, the de-emphasis of the "Standards" on formal written communication…

Presents an interview with Chris Crutcher, the 2000 recipient of the Margaret A. Early Award. Notes that he was given the award for his contributions to writing for teenagers. Talks about his life and origins as a writer, and his early influences as a writer in terms of style. Discusses the use of Crutcher's literature in the classroom. (SG)

In this paper, we draw on Bernstein's [1996. "Pedagogy, symbolic control and identity: Theory, research, critique." London: Taylor and Francis] notion of "framing" of pedagogical communication to propose a framework for use in specific literacy contexts. Here, we illustrate how this framework has emerged from an examination of text response online…

Resisting the notion that there is a single English language arts curriculum that all schools can or should follow, this book focuses on processes for designing, implementing, and evaluating curriculums suited to the needs of individual schools and students. Part 1 of the book (The English Language Arts Curriculum in the 1990s), provides the…

Designed as a practical reference for curriculum developers, education faculty, and veteran and student teachers, this book provides basic information on the background of language arts curriculum as well as current information on publications, standards, and special materials for the K-12 English/language arts. The first part of the book…