Shows that traditional grammar teaching grew out of nineteenth-century beliefs about language learning and the nature of knowledge that are profoundly different from those that direct the language arts curriculum today. Bases the account on approved textbooks, Alberta Department of Education reports, public examinations, and anecdotal records. (EL)

Examines some of the assumptions behind the imitation of writing models and questions the power of using this model for improving writing performance. (HTH)

Photography projects that incorporate art, drama, and writing activities help students develop a deeper appreciation of the books they read. Using photos to make book cubes and to sequence stories allows students to share their responses without writing. (DF).

A holistic language program is described which combines all the language arts, is based on cognitive/psycholinguistic principles, and can be used in resource rooms with learning disabled students. (CL)

Offers tips that can help teacher supervisors grow and develop even when faced with financial restrictions. (FL)

Discusses potential microcomputer applications in the language arts classroom, including computer assisted instruction, computer managed instruction, and information processing. Examines several disadvantages of the current technology such as its emphasis on visual skills at the expense of oral language. (HTH)

Discusses the value of reflective thought in classroom drama. Examines three levels of reflection in drama, discussing how integration of reflection and drama can become a medium for learning. (HTH)

Discusses children's self-image and its relationship to language acquisition and reading readiness. (DD)

Recommends instruction at the undergraduate level in the history of language usage in order to place linguistic rules in the proper perspective of developmental change. (KS)

Reviews resources from the ERIC system on death and dying which will be useful to the language arts teacher. (DD)

This book documents the real-life story of Kendra Yoshinaga, a young speller who won her first qualifying bee at the young age of nine. Now eleven years old, she is preparing for future events after tying for 27th in the 2004 National Spelling Bee. Gail Small, author of Joyful Learning: No One Ever Wants To Go To Recess!, taught Kendra for first,…

Language arts teachers have usually restricted themselves to showing video interpretations of novels or filmed renderings of Shakespeare's plays, for fear of being labeled as that "person who shows movies." But film can be used as a "bridge" to other works of literature, i.e., terms, devices. For example, if the teacher wants…