Describes the integration of information literacy pedagogy into the literacy curriculum of a teacher education program in Canada. Highlights include constructing a framework of information literacy pedagogy; collaboration with teacher librarians; revising a language arts methods course to include information literacy instruction; and what students…

Tells the story of one English department's struggle over curriculum controversies and the implications of that struggle for the integrity of specific teachers' classroom curriculum and the literary education of their students. (TB)

Explains a method for assisting preservice and new teachers in their understanding of James Moffett and Betty Jane Wagner's classic work, "Student Centered Language Arts, K-12" (1992). (TB)

Pragmatic language awareness contributes to an integrated language arts curriculum for literacy acquisition. Teaching pragmatic awareness includes encouraging readers to devote conscious attention to metalinguistic aspects of text by thinking and talking about the message functions that the text uses. Lists seven approaches for teaching pragmatic…

Describes the Dream Vacation project, part of the Tech Prep Applied Communications curriculum for high school students, which is carried out in collaborative teams. Shows how the project integrates the language arts while developing communication, technical writing, and performance skills. Notes that the project uses and develops students'…

Identifies the elements of a successful districtwide reading-improvement program: (1) a strong central-office advocate; (2) an emphasis on phonemic awareness; (3) an early intervention program; (4) a concentration on language arts in the primary grades; (5) a basal-language-arts program; (6) a variety of assessment strategies; (7) a strong…

This article discusses how a social studies teacher taught her middle school students about the components of an opera and prepared her students for putting on an opera. The development of the opera and how the opera training related to the social studies, language arts, and music curriculum are addressed. (Contains 1 reference.) (CR)

Notes that teachers at every grade level have discovered that engaging children in book making has the power to motivate even the most reluctant writers. Notes that most curricula for teaching writing ignore the role of visual images in the writing process. Contends that by creating a combination of graphics and written text, children engage in a…

Reviews the limitations of large-scale testing, as indicated by the Commission on Testing and Public Policy. Suggests implications for elementary language arts teachers, administrators, and teacher educators. Concludes with predictions regarding the state of assessment in the year 2000. (MG)

Surveys 40 middle-school language-arts teachers in 3 local public school districts. Finds that (1) most teachers believed it was important for their students to master grammar; and (2) teachers spend considerable time teaching grammar. Argues that grammar deserves a prominent place in the middle school curriculum. (RS)

Argues that grammar instruction can be more effective if put in a realistic context by: (1) becoming part of an integrated curriculum; and (2) concentrating on the proofreading stage of writing assignments. Illustrates integrating various components of the language-arts curriculum by briefly describing a unit using a short story. (RS)

A computer program titled "The Bald Headed Chicken," written for the Apple IIE and Apple IIGS, is described. The program enables primary-level students, as well as limited-English-speaking students, to manipulate graphics and text to create their own stories which can then be saved on disk or printed. (Author/JDD)

This article suggests ways of teaching critical thinking skills that won't strain crowded schedules. Several curriculum-related ideas and brain teasers are listed. A number of activities are appropriate for odd moments in the school day, such as while students line up for lunch or as they come in from recess. (IAH)

The article describes the Texas "Supplement to the Essential Elements for the Hearing Impaired," an in-depth expansion of the state-mandated essential elements in English Language Arts to include supplemental goals and subgoals for students with language deficiencies caused by hearing loss. Guidelines for assessment and goal selection…

Argues that unique collaborative learning possibilities exist in classes with both regular and academically talented or gifted students. Notes that research indicates that students of all ability levels learn more and have better attitudes when they work together as a group. Presents eight suggestions for group activities in the language arts. (RS)