States that many English teachers find themselves responsible for an expanded English curriculum that includes the (new) language arts of speaking and listening. Outlines practical ways teachers can incorporate appropriate instruction into a full curriculum. Offers specific information about the processes of informal speaking, formal speaking,…

Argues that flashcards can help beginning and struggling readers to identify high-frequency, irregularly spelled words. Describes various ways flashcards can be used to help make a poor reader a better reader. Argues that the key to success is to use flashcards sensibly, in small doses, for fun, and with pizzazz. (SR)

Examines each Newbery-award-winning book from 1922 to 1997, reporting readability grade level and readability grade range. Finds that the Newbery award books are for children ages 9 to 16, and recommends that a separate category be established to recognize books of quality for emergent readers. Suggests ways Newbery books can be read in elementary…

Describes a workshop in spoken word poetry. Presents a brief history of spoken word poetry. Describes ways of building the community and using hip-hop and rhythm in spoken word poetry. Lists and discusses nine exercises in rhythm and tone. Discusses the final week and the process of revision of the workshop. Concludes with a checklist of logistics…

Describes activities introduced in a conversational English-as-a-foreign-language course in China using Chinese folktales and examines the response the folktales elicited from the students. Discusses teacher and student perspectives on the use of folktales, lessons learned, and applications for English-as-a-Second-Language classrooms. (Author/VWL)

Discusses the use of "Commedia," a way of performing inspired by the historical "Commedia dell' Arte." Notes that it has proved a fertile source of inspiration for all types of physical and stylized theatre and a useful training tool for performers in many fields. Presents a series of exercises designed to introduce the student to Commedia…

Offers suggestions for providing opportunities for play that moves the spirit as well as the body. Describes cultural influences on play and the role of competition. Focuses on ways teachers can create and experience play that is physically and emotionally safe, challenging, inclusive, innovative, and fun. Includes descriptions of specific games…

Describes how the author uses the "Witch's Hat" (a modification of the Gaussian Curve) in both college developmental English classes and undergraduate reading education courses to teach story structure. (SR)

Compares Susan Smith's murder of her two children to a myth figure familiar to southwestern Mexican Americans, La llorna. Summarizes the La llorna story, in which the main character has all that is important taken from her, and kills her two children, later committing suicide to join them. Presents six different ways to dramatize the story. (PA)

Describes the development of an elementary school curriculum on farms to give students a knowledge and appreciation of the farm as a food source and of the steps involved moving food from the farm to the table. Specific activities are suggested, and appropriate book titles are recommended. (Contains 10 references.) (LRW)

Describes an activity in which students in a creative writing class write and revise poems, and then bake pastries, offering both to an audience of around 50 which assembles to enjoy the event. (SR)

Defines tessellations as closed geometric shapes that completely cover a surface without gaps or overlaps. Suggests how they can be used in technology class activities. (JOW)

Describes enhancing stories with elementary school students through the use of musical sound. Discusses getting started, the story, creating stories with musical sound, and the role of the music specialist. (SR)

Outlines three major challenges faced in teaching intercultural business communication, and discusses how teachers can meet these challenges to assure that students become effective intercultural managers and communicators. Outlines several specific activities to improve students' intercultural business communication skills. (SR)

Describes the author's experience conjoining her academic training and background in publishing to encourage her students to think about the larger context of their writing. Finds that a wealth of new options and pedagogic techniques become possible when extra-academic experience is brought into the classroom. (SG)