Use of classic book units with gifted elementary students is described as an interdisciplinary approach to stimulating student interest. Sample activities are offered from a unit on Mark Twain's "Huckleberry Finn," with linguistic, artistic-creative, scientific, mathematical, and socio-leadership activities, classified as application,…

Discusses the need for gifted and talented language arts programs that give examples of developmentally appropriate literature. (MG)

This article considers ways in which computers can be used to encourage primary grade children to use language purposefully, with emphasis on the need to integrate computer activities into the overall curriculum. Described, with examples, are microworlds, programing activities, word processing, databases, drill and practice activities, adventure…

Describes experiences using portfolios in preservice reading/language arts methods courses, including portfolio development, values of the portfolio, transferring knowledge to practice, and future directions. (SR)

Advocates synergistic pedagogy, in which all the school subjects are related and taught in such a manner that they are almost inseparable. Demonstrates how this might be done with an interdisciplinary theme on the stars. (SR)

Describes the California Literature Project Multimedia Institute (MMI) as an interesting model of literature-based multimedia training for teachers. States that the goal of the MMI is to increase learning in the language arts classrooms through the creative and responsible use of technology. (MG)

Presents math, language arts and movement, and arts and crafts activities (poetry, crafts, artwork, and a song) for kindergarteners and other young students. The article features learning centers that explore the past, the present, and the future using dinosaur, caterpillar, and community helper projects. (SM)

Presents a lesson plan illustrating how creative dramatic techniques can go beyond basic enrichment to provide a meaningful milieu for thinking and language development. Presents content, form, and evaluation of a lesson for a third grade class. (SR)

Contends that the category "at risk" rests on myths about learning, language, and culture that are based on a deficit view of children who are not from mainstream culture backgrounds. Offers other assumptions about the learning, culture, and the teaching of language on which language arts educators should base their instructional practices. (MG)

Describes school situations in which special needs children have very few opportunities to learn about reading and writing. Calls upon school leaders to assure that special needs children have ample opportunities to engage in legitimate reading and writing in the school context. (MG)

Provides examples of using children's literature to integrate the use of drama into the language arts classroom. (MG)

Discusses the use of literature in the whole-language approach. Examples show the integration of a second grader's experiences with the curriculum; integrating the language arts in the middle school via study of the author as well as the book; and the integration of literature into the study of history. Titles to use in each area are suggested.…

Discusses ways in which technology in the classroom is bound to affect both what and how language arts is taught, as well as the very culture of schooling. Places technological innovations within a historical context and provides a hopeful picture for the future. (RS)

Looks at three books for young adults by Brock Cole: "The Goats" (1987), "Celine" (1989), and "The Facts Speak for Themselves" (1997). Discusses common elements in these stories: young people who rise to the occasion; adults who often do not; characters readers can empathize with; an honest treatment of sexuality; and a wonderful use of humor. (SR)

Describes how a class full of unwilling middle school Language Arts students got over their reticence and started looking at school as a positive place through an inquiry learning project about school. Describes the project, things students read and wrote, and a field trip to the university. Argues that students must have a voice in the classroom.…