Presents a cross-curricular theme unit on colors that includes a pullout poster and a resource list. Social studies activities highlight flags of the world. Science activities teach about colors of animals and the science of color. Language arts activities describe colorful language. Mathematics activities involve sorting and graphing colors. (SM)

A teacher describes her use of oral family history and story telling to develop students' language skills. Guidelines for obtaining oral histories, developing a specific story, teaching acting techniques, and preparing for performance are offered. (DB)

Describes how a teacher used Jerome Lawrence and Robert E. Lee's play "Inherit the Wind," dealing with the evolution versus creation controversy, as a medium for teaching censorship issues in a Nashville, Tennessee junior high school Language Arts and Literature class. (TB)

Presents suggestions for elementary-level teachers to use at the beginning of the school year, including meet the teacher activities, back-to-school parades, a welcome bulletin board, bereavement coping skills, creative science, math manipulatives, social studies activities, and creative story writing. (SM)

Describes a sixth-grade language arts classroom's experience with the "Write for Your Life" project, which led to a partnership between University of Texas faculty and Austin classroom teachers. Students construct life narratives, generate questions from these narratives, and conduct investigations to learn about their experiences.…

Describes how low-level, at-risk urban middle school students became proficient with notetaking, main idea, and summarization skills using a 12-minute daily newscast, which eventually engaged them in current events, news analysis, and analysis of commercials. (SR)

A study analyzed the verbatim transcription of a videotaped literacy lesson in a heterogeneous middle-school urban classroom. Ways students participated in the literary discourse and teacher practices that supported students' participation are described. Findings indicate students with disabilities could acquire the discourse practices needed for…

Evaluated the Language Arts program in the primary division of a large urban school district (48 schools) using multiple sources of data, including interviews with 12 principals and 12 teacher librarians, observations in 56 classes, and surveys completed by 261 students, 194 parents, and 166 teachers. Evidence reveals limitations in the planning…

Describes a three-week language-study unit in which students search for the meaning of their names. Describes how students use reference works, create symbolic drawings, read stories and articles, record information in their journals, interview family members, and work in small groups drafting and revising imaginative stories based on their…

Presents a rationale for an integrated language arts curriculum based on pedagogical principles and describes an integrated language arts project based on these principles. Suggests ways in which traditional language arts programs can become more integrated, and remedial and regular programs can become more congruent. (RJC)

Use of video recorders may enhance young children's comprehension, recall, memory, and problem-solving skills. Research should be conducted on ways in which the combination of the video recorder and computer technology may facilitate children's learning processes. (RH)

Discusses whole language teaching and learning within a theoretical context. Examines philosophies, materials, and strategies for developing children's literacy skills. Looks at a resurgence of old methodologies and materials with new insights. Offers basic tenets of a holistic approach to language learning. (BB)

Presents six fully developed library media activities to be used in connection with specific curriculum units in art, health, reading/language arts, social studies, and science. Library media skills objectives, curriculum objectives, grade level, resources, instructional roles, activities, and procedures for completion, evaluation, and follow up…

Discusses how the acquisition of literacy, and particularly its acquisition through the whole language approach, may have unanticipated repercussions in the lives of the learners. Proposes four constructive ways of noticing, respecting, and using these repercussions of change in a whole language classroom. (MM)

Denies that the paradigm shift in composition pedagogy (process/product), apparent in the rhetoric of many journals, has become a widespread pedagogical reality. Gives first-hand accounts of teaching methods in Canada, Great Britain, and the United States showing that pedagogy continues to be product-oriented. (SR)