Following the Oklahoma City bombing, fifth graders at a nearby elementary school coped with ensuing uncertainty, pain, and loss. They wrote appreciative letters to fire and rescue workers; shared personal stories with classmates; compiled an anthology of poems, prayers, and stories; attended an assembly to honor parents participating in rescue…

Examines student responses to four versions of the Noah's Ark tale. Finds that the second- and fourth-grade children were interested in talking about the visuals in picture books. Notes a wide range in the amount of writing children did in response to the art, and that the written products were far less skilled and spirited than the discussion.…

Presents diary excerpts that emerged from two separate teaching experiences with fifth and second graders. Reflects on the author's efforts to communicate the wonder of language and imagination to students. Concludes that by taking account of his own lessons as well as the students' responses to the exercises, the author discovered in a new light…

Describes a two-week unit about Benjamin Franklin, and discusses what happens when 9- and 10-year olds use their own language and life experiences to learn new content. (SR)

A study examined the impact of students' researching their own literacy histories upon their views of literacy and literacy learning but shifted to investigate sources of students resistance to the assignment. In the seven sections of a senior-level reading course, taught between 1988 and 1991, data were collected and analyzed to address the…

Outlines a working model of the 10 elements that make up the teaching method, "instructional conversation." Profiles the use of this method to teach moral education and reading comprehension to an elementary class making the transition from Spanish-reading instruction to English. (MJP)

Describes a program developed collaboratively between a school library media specialist and a teacher for a fifth-grade language arts class on writing a research paper. Goals, including shared library resources and the use of print and electronic materials; sequence of lessons; and student reactions are discussed. (LRW)