Based on Joseph Heller's novel "Catch-22," this lesson plan presents activities designed to help students understand that active readers evaluate the actions and statements of characters in a novel; and active readers apply the ideas of a novel to contexts outside the novel. The main activity of the lesson involves students writing a paper on a…

Illustrates how studying fourth-grade students' language-play response discourses and sharing students' patterns of thinking with them can lead to authentic assessment that fuels learning. Discusses open activities (providing challenge, autonomy, and social collaboration) that foster language-play response. Discusses what is meant by language…

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on appreciating literature is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a lecture giving an…

Intended to help secondary school English teachers integrate literature study and composition instruction, this booklet explores the relationship between literature and composition and suggests ways of designing instruction so that students may write effectively about the literature they read. The first portion of the booklet discusses such…

Demonstrates the interrelationship of the language arts--talking, listening, reading, and writing--as children explore and respond to the meaning in books. Notes that observing and listening in classrooms is a powerful tool for teachers seeking to assess children's learning. Shows how talking about books contributes to children's learning. (HTH)

The state of Indiana has established new academic standards in English/Language Arts. These "world-class" standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards--an exact reprint of the standards guides for parents and students--provides…

Designed to grow into a 2-inch three-ring binder, this handbook is part of a series for teachers of grades 6-8 language arts. The handbook aims to clarify some points, to provide a framework for new teachers and to give veteran teachers some new ideas. Volume I contains activities to use in the classroom, and Volume II is "all about…

Based on the 1998 Arkansas State Language Arts Framework, this framework lists benchmarks for kindergarten through grade four in writing; reading; and listening, speaking, and viewing. The writing section's stated standards are to help students employ a wide range of strategies as they write; use different writing process elements appropriately to…

Examines the value of literature response groups by gathering information about the dialogue occurring within them. Studies the content of talk, the functions of language in use, and evidence of reading comprehension. Finds that literature response groups are a good resource for helping children communicate through talk in the classroom. (MS)

Reviews 31 collections of children's poetry that help students see the world from a fresh perspective. Notes how they were used in a variety of classrooms and how children responded to them. Organizes the books in terms of: making the ordinary extraordinary; looking at relationships in new ways; new views of the world; and a fresh look at animals.…

Maintains that, for each child, an initial contact with a poem through a sensitive and skillful teacher can be an individual dialogue with thought and feeling, reforming and deepening with time. Examples of poems are used to illustrate this point. (BB)

Argues that students must have time to experience and respond to (not about) literature. Discusses influences that obstruct this. Outlines eight ways teachers can promote reading as an aesthetic experience, including: give students reading choices; model what it means to be a reader; read aloud to students; allow class time for independent…

Focusing on children's books identified as "notable" for their rich use of language, this book presents essays that discuss literary genres and literary language, responding to the language of Notable Books, and developing an appreciation for language diversity. The book also presents brief essays by well-known children's authors…

This book is an exploration of the crossroads of reader-response and second language acquisition theories and research as a foundation for practice. It provides a model for teaching with literature that supports language and literacy development for students learning English as a first or second language. The book is organized in three parts. Part…

Articles in this yearbook address the issue of emphasizing the basics in reading development, and also focus on the literary experience. Articles, listed by their authors, include: (1) "A Second Helping" (Myra Cohn Livingston); (2) "Not Only a New Curriculum but a New Teacher" (Marilyn Hanf Buckley); (3) "Reading--A…