Describes a set of tools (called Story Maker, Pre-Fab Story Maker, and Story Maker Maker) for teaching creative writing that takes advantage of the potential power of the social situation in the classroom, focuses on higher-level structures in text, and integrates reading and writing in school. (AEA)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

This article explains the components of the reading box and trading program wherein each student creates an activity box based on books. The boxes contain books, comprehension folders, and games and activities for developing language arts, reading and thinking skills. (KC)

Presents examples of new approaches and materials for using television in educational settings. (RL)

Classroom observation of reading and social studies instruction shows that little attention is given to teaching comprehension. Teachers are mentioners, assignment-givers, and interrogators. (Author/MLF)

Stereotypes and bias exist in literature, as in real life. Rather than protecting students from bias, teachers must prepare students to recognize and resist it. (Author)

The conventions inherent to language are explored, and demonstrations, engagement, and sensitivity are discussed as factors present in all learning situations in which a person learns to master these complex conventions. (HTH)

Discusses the positive effects of storytelling in the classroom and techniques for teaching children the art of storytelling. (HTH)

Contains a bibliography of reference books and a checklist of suggestions that focus on professional growth and on the creation of a more student-centered approach to the teaching of English in the 80s. (DD)

Provides information from the ERIC system on creative dramatics activities, outlines their advantages for handicapped children, and suggests techniques for using creative dramatics with mentally, physically, and emotionally handicapped children. (DD)

Small groups of first graders (N=11 and 16), identified as having poor listening and attention skills, or as reluctant contributors to oral expression, were stimulated to listen and discuss stories using "listening books" as resource materials. (Author/CL)

Suggestions are made for classroom activities to improve children's language skills. (JD)

Discusses children's concepts about stories, by examining interview responses. (AA)

Encourages teachers to view children's writing positively, to see errors not as deficiencies but as signs of growth. (DD)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)