Offers a method for teaching penmanship whereby the different strokes of a penmanship exercise are used to illustrate the action in a story. Presents some story lines and shows how they may be adapted to imaginative penmanship drills that will hold the children's interest. (HTH)

Reviews a number of single picture book editions of songs and suggests ways to involve children in this genre. (DD)

Examines the techniques used by Anne Sullivan in helping Helen Keller to overcome her learning difficulties. (DD)

Examines the concept of reading readiness and suggests classroom strategies for teaching it. (DD)

Questions the wisdom of having elementary school students use a thesaurus when they write. (JL)

Suggest that if teachers select poems they enjoy, memorize them, say them aloud every day, invite children to recite them also, set up a special place to display poems and poetry books, and do not rush children, they will make poetry come alive for students. (JL)

Examines the benefits of allowing children ample and regular time periods to read on their own and in their own area of interest in relation to the need for children to understand reading as more than a series of unrelated workbook exercises. (HTH)

Suggests ways to guide students in the skills of plot development so that they produce interesting fiction. (DD)

Describes student performances based on interpretations of concrete poetry. (DD)

Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Describes a sequence of instructional strategies for teaching writing, based on schema theory, to help young readers with comprehension and structure. The sequence includes "factstorming," categorizing facts, collaborative drafting, sequencing paragraphs, drafting introductions and conclusions, organizing parts, interpreting similar…

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)

Suggests an approach to teaching writing that encourages children to write and eliminates error-hunting. (DD)

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

Discusses several current children's books with "pop-up" illustrations and includes directions for making a pop-up card. (HTH)