Suggests some learning activities that can be used to capitalize on the popularity of TV game shows so that students can build their learning skills. These game show formats can also strengthen and reinforce many areas of the elementary curriculum. (Author/RK)

Presents activities for students with or without behavior disorders that promote active learning of language arts skills, including creative thinking, writing, listing, and oral presentation. Activities begin with a lunch bag, can be adapted across grade or skill levels, and used from independent to large-group work arrangements. (Author/CR)

Presents a selection of words and figurative language from the sea. Suggests a number of practical classroom activities for teaching such language. Opines that the activities could be included in a variety of curriculum areas, such as social studies and language arts. (PA)

Describes using information charts with eighth-grade language arts students. Discusses using this strategy to help students organize their research, develop critical-thinking skills, use their prior knowledge, and increase metacognitive awareness. (SR)

Puppets provide simple, effective ways to connect social studies and language arts, promote cooperation, and teach about other cultures. The article describes how to make puppets and presents two elementary-level puppet activities. One teaches cultural values using puppets as storytellers; the other explains how to create a puppet play. (SM)

Draws on a report produced by the Suffolk schools concerning the factors that seem to underlie success at "A" level English literature at six schools. Suggests that the factors of greatest significance were the subject expertise and commitment of staff; the balance of teaching methods used; and the pupil's experience of a challenging…

Discusses the merits of and some methods to incorporate language arts instruction into science lessons. Connects the development of good communication skills to science education standards. (DDR)

Responds to a critique by Susan S. Goldsmith of the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts tests, focusing on Goldsmith's critique of test development, uniform topic focus, use of open-response items, and lack of explicit testing in vocabulary and grammar. Goldsmith replies to the response, highlighting needed…

Describes one secondary school teacher's experience in experimenting with reader response literary criticism as a teaching tool and how she handles difficulties concerning teacher supervision, student motivation, and student growth. (TB)

Provides an annotated bibliography of autobiographical books (K-12) by children's authors and illustrators providing insight into the way writers and artists draw on their own lives for stories. Describes classroom activities in language arts for young and older students, highlights notable autobiographical collections and series, and lists 12…

Describes the three-year development of the Standards Project for English Language Arts. Discusses the context-centered framework, "bad news" from the Department of Education, funding from the National Council of Teachers of English and the International Reading Association, working with a more linear structure, and uncertainties in the…

Describes how a teacher new to social studies created a social studies curriculum that was real, authentic, and interesting by teaching social studies through language arts with current events as the framework. (SR)

Offers reviews of resource materials, software, and websites intended to help teachers make sense of integrating technology in the classroom. Presents reviews of five resource books; four instructional software programs that purport to teach phonics; three software programs of interactive literature on CD-ROM; an interactive, multimedia CD-ROM…

Studied visual literacy over 2 years in the English language arts classrooms of three Canadian middle school teachers. Teachers' previous experiences influenced their implementation of an expanded notion of literacy in English language arts, as did the influence of the university-based researcher conducting the study. (SLD)

Presents an activity on polar bears that integrates language arts and science. Teaches the characteristics of organisms and how distinct environments support distinct organisms. Uses both mathematics and science skills and targets students at the K-4 grade level. (YDS)