Describes an activity-centered approach for an elementary language arts project with a careers theme. It begins with exercises in which students identify different kinds of jobs and discuss and practice techniques of interviewing and culminates in the study of a specific job area--advertising. All activities emphasize the importance of subject…

An examination of characters, narrative content, and context of two Canadian primary level reading series reveals a fictional world populated almost exclusively by white, nuclear families all living the same kind of life, with values of upwardly mobile, achievement-oriented individualists. (MJB)

Demonstrates the criterion validity of the "Oral Language Manual" that is part of the Cultural Linguistic Approach, a component of the National Follow Through Program. (RL)

Argues that dramatic activity is the basis for learning, and that dramatic activities can help students learn in all subject areas, particularly in the language arts. (RL)

A monthly exchange of tips, projects, ideas and resources. (Editor)

Describes the following instructional aids for French: (1) a word study kit; (2) a set of language arts fascicles; (3) bilingual French-Creole cartoons illustrating Creole folk tales; and (4) a collection of 13 bilingual French-Creole folk tales. These may be used in teaching French as a native or second language. (Text is in French.) (AM)

Many changes in schools and teacher training must be made before honest accountability of teachers can become a reality in the reading and language arts instruction of black children. (MB)

A monthly exchange of tips, projects, ideas and resources. (Editor)

Overviews attempts to integrate language arts and social studies and reviews research on language processes. Discusses types of writing designed to produce active and responsible learners. Describes writing exercises designed to enable students to inventory knowledge; to initiate, consolidate, and personalize learning; and to clarify thinking. (RH)

Describes how "critical incidents" that occur in the classroom can help teachers address their preconceived notions about learning and teaching, about knowledge, and about what counts as legitimate reading and writing. (HTH)

Compares the difficulties students face in the junior high years to the obstacles of Odysseus. Notes hierarchical skill levels needed to understand and interpret literature; suggests using different print and nonprint media to improve interest in stories; recommends doing more writing and talking about fewer works. (JG)

The use of curriculum-based assessment can provide teachers with useful data to plan instruction that is precise, relevant, and designed to help learning-disabled students succeed. Discussed are the steps in the assessment process, types of assessment instruments, and specific procedures for curriculum-based assessment in the language arts. (JDD)

Presents an interview with Dr. Jerome C. Harste, professor of language education at Indiana University, concerning current developments in the teaching of language arts. Topics discussed include self-reflection in learning, empowerment, and reading and writing connections. (MM)

Examines different ways of using computer-aided learning for language arts instruction, focusing on the underlying assumptions about learning and teaching. Asserts that in order to help students become more effective and independent learners, teachers must actively examine the underlying assumptions of using computers for learning. (MM)

Explains ways in which a kindergarten teacher can encourage reading among children by sharing books with them; sharing ideas about the conventions of print, art and writing; and discussing children's ideas for pictures, stories, and writing. (BB)