An experienced third-grade teacher at an elementary school whose students were predominantly Hispanic designed and implemented a practicum in her class of academically above-average students with a low level of verbal participation in class. The target group of 25 students was involved in social studies, science, and expressive language activities designed to increase verbal participation and strengthen self-concept. The target group also engaged in weekly self-concept activities with the school counselor. Comparison of pre- and post-intervention data indicated that the average verbal participation increased to a level above that desired. Students achieved a moderately strong self-concept. Included in the report is a teachers' handbook for help in increasing verbal participation and strengthening self-concept through teaching across the curriculum. The handbook addresses the problem of low verbal participation and its relationship to self-concept, guides identification efforts, and offers learning activities and measures for gathering student performance data. Bibliographic citations, some of which are annotated, are followed by appendices containing instruments, student data, an analysis of progress, student worksheets, and a teacher handbook. (RH)