Presents teaching tips for (1) generating titles as a prewriting activity; (2) having students write a biography of a classmate; (3) asking students to determine scenarios for their business communication documents; (4) using interviewing as a method of primary research; and (5) sequencing writing assignments to help students clarify their…

Describes interactional drama as an instructional technique designed to make history more interesting and meaningful to children. Discusses several types of interactional scenarios. Provides two examples for teachers interested in implementing an interactional drama scene to the classroom. (RW)

Describes a three-week "Introduction to Language" unit for seventh graders. Notes that students feel ownership of the unit because of the amount of choice and sharing involved. Describes the unit's mini-lessons: human language; origins and development of language; symbols and words; meaning in context; and growth and change in language. (RS)

Suggests adding an uninterrupted sharing activity (USA) after uninterrupted sustained silent reading (USSR) to increase students' comprehension and enjoyment of reading. (MG)

This article presents 15 activities designed to motivate students to engage in creative writing. Also given are ideas on how to reinforce and maintain student interest in writing. (IAH)

Discusses the range of response modes and formats associated with forms. (RS)

Describes a game whose goal is to make the largest three or four digit number possible from numbers appearing on successive rolls of a die. Discusses the written strategies developed for this game by third and seventh grade students. (RS)

Argues that, to assume roles in corporate culture, business and technical communication students must understand corporate protocol discourse. Suggests that teachers can prepare students by providing exercises that increase student competence in navigating institutional politics. Concludes that such an approach will enable students to advance in…

Argues that summaries are useful before, during, and after reading to help students become strategic readers. Discusses classroom applications of chronological and problem-solution "frames." (RS)

Describes simple ways to begin teaching poetry to special education high school students, including unison reading, antiphonal reading, group activities, and memorization. Notes that poetry continues to be one form of reading that special education students seem to enjoy. (RS)

Describes several shared reading activities that pair up older and younger elementary level students. (MM)

Advocates incorporating humor in the classroom (as a means of assessing students' learning and understanding) by deliberately establishing a classroom environment conducive to original expression and risk-taking, and by the juxtaposition of curriculum material. (SR)

Presents detailed teaching procedures for an "in-basket" business communication assignment, describing the time frame, method, and practical details necessary for teaching the assignment. Argues that students must be taught how to determine priorities for items to be answered, discarded, or noted and filed. (MM)

Describes how students can draw mural-like story maps and colorful renditions of favorite poems, creating a print-rich environment in the elementary classroom. (MM)

Outlines how teachers can motivate students and narrow the gap between school and home by using students' anecdotes about their families for reading or writing activities. Notes that this exercise also helps bridge the gap between spoken and written language. (MM)