Provides: (1) background information on how dinosaurs are named and classified, how they compared to other animals, and how they vary in size; (2) activities on these topics; and (3) ready-to-copy worksheets. Activities include objectives, lists of materials needed, recommended age level(s), subject area(s), and instructional strategies. (JN)

Provides (1) background information showing how the sun, earth, air, and water work together to create weather; (2) six activities on this topic; and (3) a ready-to-copy coloring page on the water cycle. Each activity includes an objective, list of materials needed, recommended age level(s), subject area(s), and instructional strategies. (JN)

Background information and six activities on predicting weather are provided. Each activity includes an objective, list of materials needed, recommended age level(s), subject area(s), and instructional strategies. Also included are several ready-to-copy worksheets. (JN)

Discusses the many ways in which conversation surfaces in a seventh-grade classroom and the significance that talk has for the students' linguistic and affective learning. Contains excerpts from student diaries and teacher responses to them. (HTH)

Reviews materials from the ERIC system and other sources on providing natural learning situations in which reading, writing, speaking, and listening can be developed together for real purposes and real audiences in the self-contained elementary classroom. (HTH)

Discusses curriculum statements produced in Victoria containing different views on how to teach English. States that the differences are due to the beliefs that either language is learned as a whole and with a purpose, or in parts as directed by the teacher. (EL)

This unit of study on the Holocaust was designed for use with senior high school students. It includes both social studies and language skills objectives. Teachers can choose among the many learning activities suggested. (RM)

Expresses the belief that young children need poetry as a means of experimenting with language and as training for the later exploration of literature. (AS)

Elaborates on the conjecture that the words used in speech and writing have a powerful effect on perceptions of what is said and written. Reviews three distinct goals of instruction that are designed to promote students' expressive vocabularies. Suggests approaches for promoting students' active use of words. (ML)

Presents an approach to vocabulary instruction that serves to increase knowledge of word definitions, to provide semantic links to words, and to promote greater facility in using words. Reviews studies associated with the "fertile vocabulary" instructional plan and discusses program results and benefits. (ML)

Reexamines two plausible explanations of why vocabulary knowledge and reading comprehension are so highly correlated. Describes and analyzes the "instrumental" and "knowledge" hypotheses of word meanings. Additional positions on vocabulary instruction are also presented. (ML)

Describes experiences in planning and conducting a workshop that combined the teaching of writing, research, and basic photography skills. (EL)

Presents a case for incorporating humanities instruction into the study of literature and suggests activities by which teachers can go beyond literary devices in individual works to encompass the humanistic components of the cultures that produced them. (EL)

Explores the concept of language for learning or discovery and suggests that classrooms based on that principle offer more favorable climates for assessing both students' language and their learning. (DF)

Presents an assignment in which students are instructed to produce a complete, accurate, and readable collection of rules and sentences that illustrates the multiple uses of each mark of punctuation, in other words, to write their own workbooks. (EL)