An English teacher in a rural junior high school reflects on her experiences using the Foxfire approach; describes student projects and problems related to lack of support, overwork, and scarce materials; and discusses the Foxfire approach's value in encouraging students to explore their own inner resources and discover themselves. (SV)

Highlights 14 ERIC documents dating from 1987 to 1989 that are resources for using computers in the language arts classroom. Presents annotations for each document. (MG)

Identifies the problem of geographic literacy. Suggests the integration of geography instruction with other subject areas of the curriculum. Provides an annotated bibliography of fictional children's literature that can be utilized to teach geographic concepts. Presents methods of integration and classroom activities on geography. (RW)

Shares ways in which teachers who use a basal reading series can go beyond the manual and integrate the whole language approach into the language arts program. (MG)

Presents classroom activities (based on "Language in Thought and Action" and intended for use at various grade and ability levels) divided into four areas of general semantics: (1) language as symbolic process; (2) meanings of words in context; (3) referential and emotive language; and (4) relationships between language and thinking.…

Describes a unified reading/communication arts program in the Cincinnati Public School System which uses new basal texts, support materials, and a customized instructional system for each grade level, integrating listening, speaking, reading, writing, and thinking skills into a unified language approach. Discusses intervention strategies,…

Discusses ways in which early childhood teachers can write, shape, and present poetry to young children. (BB)

Provides seven fully developed library media activities to be used in conjunction with specific curriculum units in career education, reading/language arts, science, and social studies. Objectives, curriculum objectives, resources, instructional roles, activities and procedures for completion, evaluation, and follow-up are described for each…

Describes differences between a middle school in a low socioeconomic neighborhood and a high school in an affluent suburb. Suggests four ways to create language arts classrooms that have basic literacy as the primary focus yet are vital, dynamic places where students interact with the subject matter and with each other. (MM)

Concept-teaching procedures in five basal language programs for kindergarten were analyzed on the basis of 11 design-of-instruction criteria. Concepts such as position, color, shape, size, and directionality were examined. Results suggest that the programs' concept-teaching procedures failed to adhere to essential principles for designing…

Compares the California Framework for History-Social Science Education with the California Framework for English-Language Arts. Depicts the two frameworks and shows how teachers can implement both through interdisciplinary applications. Suggests how the two subject areas can be integrated. (LS)

A university-school collaboration can effect change if teachers are given supportive environments and opportunities for frequent reflection and sharing of ideas on the teaching and learning of reading and writing. (Author/TE)

Provides seven fully developed library media activities to be used in conjunction with specific curriculum units in health and safety, reading/language arts, mathematics, science, and social studies. Objectives, curriculum objectives, appropriate grade levels, resources, instructional roles, activities and procedures for completion, evaluation,…

The results of a research project designed to study possible uses of the computer in the language arts classroom, and to identify the effect on children's cognitive and linguistic development are presented. Subjects were 22 second graders who used two different software programs (Storia Chiusa and Storia Aperta) to complete stories. (CFM)

Describes a special language arts/social studies unit inspired by students' response to a Channel One newscast about starving Somalians. Letter-writing and fund-raising activities helped these middle-level students make closer connections with the world, construct powerful meanings around their own concerns and those of society, integrate self and…