This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Explains how semantic webbing (a process for constructing visual displays of categories and their relationships) works with a basal reader story and presents some teaching strategies for effective semantic webbing. (HOD)

Offers three responses to a question about discourse synthesis and how it can be applied in the elementary classroom. (MG)

Argues that while story grammar is useful in teaching students to analyze stories, teachers must be aware that a story grammar approach appropriate for stories written in the Western tradition may not match stories written in the traditions of other cultures. Uses Japanese folktales to illustrate the point. (FL)

Summarizes award-winning research produced by Andrew M.Hess, Sirkka-Liisa Rauramo, Richard L. Allington, Donna E. Alvermann and David A. Hayes, Lesley M. Morrow and Carol S. Weinstein, Taffy E. Raphael and Bonnie B. Armbruster, Nancy Nelson Spivey, and Courtney B. Cazden. (FL)