This paper aims to offer a "fresh look" and to provide some further insights on teaching basic language skills with literature and composition-based "whole" language arts programs (this could include the Core Knowledge Foundation's literature), and on the time and attention this combination deserves in primary-level classrooms.…

This lesson explores the vision of childhood created by Lewis Carroll in "Alice in Wonderland." Students begin by looking at Carroll's photographs of the real Alice for whom Carroll imagined his story and compare the image of childhood that he captured on film with images of children in our culture. Then students read "Alice in…

This book offers integrated activities in which students explore words and, at the same time, develop their language arts and thinking skills. The book states that this way teachers can pay more attention to word study, without sacrificing other parts of the English curriculum and without resorting to word lists and memorization. In the first…

Drawing on 8 years of classroom-centered research, the Book Club program integrates instruction in reading, writing, speaking, and listening. Student-led discussion groups form the heart of the program, and they provide a real-world context for learning that motivates children and fosters the development of both academic and social skills. This…

This Digest aims to provide useful Internet resources for K-12 teachers who would like to integrate children's and adolescent literature into their curriculum. Preparation of this Digest began with a retrospective review of literature-related questions received over the last two years by the Reference staff of the ERIC Clearinghouse on Reading,…

Three separate studies were designed to provide information on the alignment of norm-referenced achievement test items in language arts to Nebraska's content standards at grades 4, 8, and 11. The information was used to evaluate the alignment of the tests to the standards as well as compare that alignment across the five tests. There were 20…

Presents three a three step technique for drama reading in the classroom: read the play silently, read the play orally, and read the play orally, acting it out with the script in hand. (RB)

Presents a rationale for teaching creative dramatics, including objectives, techniques, and activities. (RB)

Proposes a language instruction process, including a diagrammatical presentation of the language process, for use with disadvantaged children as a means of expanding their use of the linguistic system and their range of linguistic experiences. (RB)

Presents a technique for increasing student's interest in language study. (RB)

Examines the literature concerning the positive and negative effects of ability grouping, reporting on eighteen reading research studies. (RB)

Discusses proper procedures and mechanics for carrying out individualized instruction in the elementary classroom which will provide the children with a new view of their individual competencies. (RB)

The personalizing of the Language Arts instructional program at the Concord High School in Wilmington, Delaware is discussed in terms of a) department organization, b) classroom organization, c) instructional materials, and d) special considerations related to individualizing instruction. (HMD)

Discusses handwriting drills, student reluctance to rewrite or recopy, and practical writing activities. (GB)