Notes important distinctions between "hands-on" experiences and "first-hand" experiences. Argues that teachers need to consider the kinds of learning that books, hands-on experiences, and first-hand experiences provide for students, and the roles they play in the creation of curriculum. (SR)

Presents brief annotations of 30 children's books (published in 1994) selected as outstanding trade books for enhancing language awareness among students in grades K-8. (SR)

States that Chapter I services can be used to encourage parents and children to work together in language arts. Asserts that parents who lack basic literacy skills are limited when helping their children. Shows how parent education programs, language arts training, and laptop computers can help overcome parents' sense of inadequacy and enable them…

Reviews "The Community as Classroom" by Candida Gillis. Asserts that the book systematically shows how to take a segment of society--in this case, the elderly--and use that community in the language arts classroom. (MM)

Presents an interview with Carole Edelsky in which she discusses the political issues that affect the day-to-day lives of children and teachers in the language arts classroom; political aspects of whole language; national political issues and literacy; and political actions teachers can take to improve language arts education. (RS)

Describes the "Library Power" project designed to bring together teachers and librarians in an effort to provide quality language arts instruction to "special populations" in over 100 schools in New York City. (RS)

Presents a five-step series of lessons which introduce seventh-grade language arts students to literary criticism and analysis as they progress through a text, moving from surface evaluation to thoughtful analysis. (SR)

Presents a view of the future of elementary school education in the United States that challenges educators to rethink many of their traditional notions of teaching and community and to transform language arts education in light of changing social, economic, and technological influences. (RS)

Discusses using index card improvisations to review story structure and characterization with eighth-grade students. Notes that students were quickly able to construct a story that their peers enjoyed. (RS)

Describes a seventh grade language-arts unit on playwriting that provided an outlet for the drama, energy, and creativity inherent in all adolescents and proved to be a highly successful and enjoyable program of study. (MG)

Lists 10 activities used to develop and reinforce the concepts of main idea and generalizing, after describing how a particular teacher connected a favorite meal with the understanding of these concepts. (MG)

This review of the literature on graphic organizers includes discussion of background readings, the research base, applications, books, journal articles, and ERIC documents. Resources on creating and managing the literate classroom and on language arts activities are also described. (MES)

Demonstrates a way to encourage students to take risks in their writing. (SR)

Presents a literary review which reflects the importance of including representational drawing in a reading program, followed by a representational drawing evaluation procedure which can readily be used in accordance with existing other reading assessment procedures. (MG)

Describes the widespread use of textbooks by language arts teachers. Explains the extreme prevalence and reliance upon textbooks, despite frequent complaints about textbook quality. Considers ways of revising textbooks and how they can be used to benefit teachers and students alike. (HB)