Notes that educational software for the language arts should serve as a conduit to foster language development and should be evaluated as such for its instructional claims. Offers guidelines from a language learning perspective as a first cut in the evaluation process. (RS)

Reflects on literature and oracy. Addresses the diversity among current definitions of literature that influences children's access to books and the values they offer. Examines how different varieties of cultural orthodoxy since the seventeenth century have limited children's horizons. Suggests ways to provoke further discussion about the place of…

Discusses six professional resources and three classroom resources that can help practitioners decide what they should be doing and what they need to understand to function in a literature-based language arts classroom. (RS)

Discusses integrating technology education into the elementary language arts curriculum. Shows how elementary educators teach about technology as a process in problem solving and can apply it to such stories as "The Three Little Pigs." (JOW)

Suggests language arts instructors use film adaptations as well as novels to teach literature. (PRA)

Recommends helping reluctant readers learn to make videos as a strategy for helping them engage in language arts activities for authentic purposes. Discusses equipment needs, preproduction, storyboarding and script creation, production, and suggested topics for school videos. (SR)

Describes how the language arts and mathematics can be integrated as students write, solve, and discuss mathematics story problems. Offers suggestions for implementing a problem-writing program in mathematics, and provides four vignettes illustrating such mathematics instruction. (SR)

Describes Word Storm, an activity that juxtaposes the use of vocabulary words in context with the students' speculation about each word's functional application. (SR)

Presents responses of 16 prominent people in the field of reading/language arts to a question concerning what single most important thing the profession knows in the 1990s that it did not know in the 1960s. Notes common themes of the influence of writing, use of good literature, and integration of language arts. (RS)

Annotates 28 children's trade books which were selected by the Notable Children's Trade Books in the Language Arts Committee as the most outstanding trade books for enhancing language awareness among elementary school children for 1990. (MG)

Describes a framework, or process, for determining the value of a reading/language arts program--a model for program evaluation. (MG)

Shares an observation guide, created by the author, for supervisors and administrators to use to assist teachers who are working toward an integrated reading/language arts program. (MG)

Provides a rationale for integrating language arts and science instruction. Discusses some of the ways in which science instruction interfaces with language instruction in the author's classroom. (MG)

Unpacks some of the problematic features of "objectives" as they are used within public school districts. Weaves together what has been learned from working directly with teachers with the historical origins of the professional practice of writing curriculum objectives. Discusses a language arts committee that was unable to produce a finished list…

Describes two successful study groups on reading and language arts topics, one for elementary and one for secondary principals, facilitated by reading/language arts supervisors. (SR)