Older and younger students take turns writing creatively and collaborate on building skills and friendships. (Editor)

Discusses the kinds of things teachers can learn from children if they allow their students the freedom to use their language and their imaginations creatively. (HTH)

Inaugurates a new column addressed to those in language arts leadership positions, particularly the English department chair and the district and state supervisor or consultant, but also other English education administrators. Describes scope of the column and solicits suggestions for articles. Discusses the role of chairs and consultants in…

Proposes that a newsletter can facilitate communication between parents and language arts teachers at the junior high school level. Outlines the process of publishing a newsletter, including suggested topics and method of distribution. Includes a sample newsletter, "The Reading Connection." (MM)

Urges educators to utilize metaphors in language instruction. Two experiments support this position. The results of the first experiment reveal that students learn lexical items more efficiently if presented in metaphors. The results of the second experiment indicate the usefulness of metaphors in developing students' critical thinking. (CFM)

By using a variety of riddle and poetry books, teachers may encourage young readers to appreciate and enjoy the subtleties of language. A list of 30 books involving either riddles or metaphor is provided. (JL)

Presents an integrative approach which combines language arts and school guidance or counseling. Offers examples intended to serve as suggestions to counselors and language arts teachers interested in working together in such an approach. Discusses benefits of a language arts-counseling program. (NB)

Discusses the list processing capabilities of Logo. Describes some examples of how to use this aspect of Logo to enhance computer literacy and English-language skills. (TW)

Lists books published for children in 1985 that are either unique in their language or style, deal explicitly with language, or invite child response or participation. (FL)

Uses the planning, drafting, aligning, revising, and monitoring model, as conceived by R.J.Tierney and D.Pearson in their reading-writing relationship theory, as the basis for considering television viewing processes or a viewer protocol. (JK)

The use of a videodisc series on history is used as an example of their potential for the classroom. Other examples are drawn from art, language arts, and science. Information on authoring systems for videodiscs has been tabulated, and a directory of archival videodiscs is included. (MNS)

Surveys the fleeting place of composition instruction in elementary schools during the 1800s. (HTH)

Focuses on the uses of sand in reading, writing, speaking, and listening activities in preschool and the primary grades. (BB)

No language is as varied in history as American English and no language is as rich in word choices. Additions to our language from other cultures are discussed. Four categories of activities involving words are presented. (MT)

Contains curriculum-oriented activities on various aspects of dog and cat care. Organizes the exercises by reading levels and identifies each activities-related subject and skills area. Includes student work sheets that can be duplicated for classroom use. (ML)