Describes several types of literature-based language arts programs, and addresses major issues related to implementing such programs. Specifies the most significant characteristics of successful programs: those related to the classroom and the school, those related to the teacher and parent/caregiver, and those within the learner. Presents some…

Presents a 17-item annotated bibliography of items (published between 1990 and 1992) from the ERIC database concerning the use of portfolios in reading and language arts. (SR)

Presents annotations of 12 books, conference papers, and other materials concerning the reading/writing connection, literature-based reading, and whole language. (RS)

Discusses evaluating resources for integrating science and social studies with the language arts by using questions that teacher-reviewers used when evaluating those resources. Reviews trade books and other resources designed for the integration of science and social studies. (MG)

Describes how one high school English teacher used humor when teaching Shakespearean tragedy. Describes how this improved students' attitudes and appreciation of the tragedies, helped them appreciate literature devices in the plays, and helped them review prior to their exam. (SR)

Describes how high school students can give J. Alfred Prufrock (from T.S. Eliot's serious poem "The Love Song of J. Alfred Prufrock") a "makeover" so he can acquire more self-confidence. Shows how this makeover exercise can lead students to a deeper general understanding and appreciation of complex literary characters and of a…

Describes how one high school English teacher uses puns on a regular basis to augment his vocabulary reviews. Argues that doing so aids in developing students' vocabulary, since it compels students to pay closer attention and gives many students a chance to display their creative-thinking skills. (SR)

Lists 30 resources that provide essential background information, research findings, examples from the field, and recommendations for practice for teachers of students who speak Ebonics. (SLD)

Provides an overview of genre theory and offers a brief history of recent debates regarding genre. Argues that a social theory of genre is essential in reconceptualizing the English Language Arts as they are affected by globally active forces, toward a curriculum with innovation and creativity in the center. (SR)

Discusses issues related to young gay and lesbian students in high school English classes. Offers two examples of addressing gay issues in class, and discusses reading and writing around gay issues. Lists several strategies English teachers can use to reduce stereotyping and create an open environment for self-exploration and expression around…

Describes Community Environmental Involvement (CEI), a curriculum of environmental study and community service. The curriculum combines English, social studies, and science. (CCM)

Describes development of a unit on friendship in which sixth- and eighth-grade language-arts students communicated ideas about friendship presented in literature with each other through dialog journals; students also created individual collages depicting various aspects of friendship. Concludes that students developed meaningful insights about…

Describes an elementary school project--a "leprechaun trap"--that included elements of technology, science, language arts, and problem solving. Discusses how technology education is helping the Taos Pueblo community build bridges between its past and modern technologies. (JOW)

Addresses the tension between the two assessment goals of measurement and instruction and how they relate to standardized testing in general. Suggests that this tension is writ large in Australia's current literacy-policy environment, with the scales tipping to the measurement goal. Argues that these goals need to be aligned in the best interests…

Describes eight assorted activities, all based on the use of almanacs, that offer high-interest activities developing skills which students can use in other, later work--activities that can be interspersed throughout the year during those unplannable days that occur at the ends of units, on days before breaks, or when everyone needs a break from…