As a project to upgrade their writing, sixth graders wrote and produced books for first-grade students, after reading and analyzing primary-level books. The program and steps to implement it are described. (JL)

Examines the creation of process drama and writing experiences in a second/third-grade classroom. Describes how the classroom teacher used process drama (involving students in imaginary, unscripted, and spontaneous scenes) as a context for learning. Notes how process drama provided a context for content area instruction along with writing…

Describes an inventive way of promoting children's literacy learning: having them design picture books, including in the process, aspects more typically associated with illustrators, book designers, and art directors. Describes one child's creation of three different books. (SR)

Describes how sixth graders wrote and illustrated picture books to help make abstract and difficult concepts in science (in this case, the elements of chemistry) more understandable for themselves and for younger children. Describes the steps of research, modeling, developing a plan of action, drafting, final revision and editing, and publishing…

Describes a year-long project created and undertaken by a group of 14 eighth-grade girls to conduct interdisciplinary research on teenage sexuality and pregnancy. The project involved reading and discussing fiction and nonfiction, conducting interviews with teenage mothers, writing and publishing a booklet, and mentoring a group of fifth- and…