An 8-year-old American Indian boy learns to overcome his fear of the forest at night. (FF)

A Jemez Pueblo boy goes on his first successful elk hunt with his grandfather. (FF)

Explains how a volume of poetic images entitled The Tiniest Sound'' by Mel Evans was used to stimulate creative writing in the sixth grade. (MM)

A process approach to teacher education developed for the teaching of language arts and reading. (MJM)

Reading instruction is excluded; a list of 44 references is appended. (SW)

The author discusses a seven-day advanced seminar in General Semantics held at the University of Denver during the summer of 1969, and the profound effects it had on an experienced, disillusioned English teacher. (Author/LF)

If a teacher reads the children's stories to the whole class, the children begin to write for their peers rather than for the teacher's approval. The combination of hearing their stories read aloud and seeing their friends enjoyment is irresistible. The writing improves dramatically. (Author/MS)

Defines culture and language, and examines their interrelationship as it applies to the inner city child. (MB)

Article gives suggestions for conducting a Writer's Workshop (speaking, listening, writing and reading) in schools. (AF)

Success of the student is an important goal for the teacher. This goal should be achieved in elementary school. (MR)

A creative movement and dance program at the New York State School for the Deaf uses multisensory creative activities to help meet language arts objectives. (CL)

Presented are several word and sentence puzzles, both simple and complex, for student use. All involve various-shaped grids made up of squares for letter or word fill-ins. (Author/SJL)

Explores the philosophy behind Haiku and discusses 11 characteristics basic to this form of poetry to help teachers better understand it. (HTH)

Recounts a classroom visit by children's poet and illustrator Karla Kuskin, and the flurry of activity and preparation that preceded her visit. (HTH)

Suggests three attitudes that teachers should cultivate to become good storytellers: awareness of the importance of telling stories, commitment to learning how to tell a favorite story, and respect for the listeners' rights to interpret the story for themselves. (AEA)