Presents ten activity cards which can be used in developing students' defining skills. (DD)

Presents eleven groups of activities students can undertake which deal with sidewalks and which involve both social studies and language arts skills. (DD)

Examines the who, what, where, how, and why of informal drama instruction in the classroom, arguing that, given the current emphasis on "basics" in education, such instruction can provide one of the most basic educational experiences in language arts. (HTH)

Suggests ways to involve children in recording examples of folklore such as superstitions, folk remedies, proverbs, and games. (DD)

Reviews materials in the ERIC system that level criticisms at creative writing in the schools and that present suggestions for activities that promote good writing that is also creative. (HTH)

Examines materials in the ERIC database that deal with the use of creative drama as a language arts teaching tool. Discusses the nature of creative drama and activities for the classroom. (HTH)

Describes 11 documents in the ERIC system which describe language activities in the context of music, drama, games, and visual stimuli. (DD)

Describes a project in which children learn about the language of film and how to use language or action to express themselves. Outlines the steps of a class filmmaking project, including brainstorming, plotting, writing, making film props, and filming the movie. (HTH)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Highlights 14 ERIC documents dating from 1987 to 1989 that are resources for using computers in the language arts classroom. Presents annotations for each document. (MG)

Describes a first-year course in teaching language arts for teacher education students. Shows students and teachers reveling in language and literacy. Describes the tone, attitudes, and methods of the course, which uses language energetically to amuse and enthuse, modelling language as a vital tool employed with power and enjoyment for many…

Discusses getting children to focus as much on the process by which they do their research as on the content of the research itself. Describes a project with fifth grade students in which children orchestrate their own reading, writing, and talking as they investigate their topic. (SR)

Discusses the use of collaborative writing for children who are resistant to schooling--who are delayed developmentally for social, psychological, or biological reasons. Provides examples of collective writing centered around a novel created by a junior high school remedial class. (SKC)