Describes an instructional unit on ancient Egypt that incorporates math, science, art, music, language arts, social studies, reading, and children's literature. (RS)

Discusses an integrative study of a seventh grade language arts class in which students were given the opportunity and the challenge of designing their own course of study. Describes designing the unit, getting started, exploring death and dying, class discussions and journal writing, literature groups, and individual papers. (RS)

Examines factors that caused resistance to California's recently mandated approach to reading and language arts instruction that focuses on authentic literacy experiences. Discusses pressures from teachers, administrators, and parents; shifts in student population; and testing. Presents illustrative scenarios from California schools. Suggests ways…

Several elementary teachers share across-the-curriculum ideas for the classroom. The article presents suggestions for completing Columbus Day book projects, Columbus commemorative displays, planet activities, archaeology projects, letter writing activities, student-generated profiles, number challenges, book reviews, and critical thinking…

Compares differences in achievement of below-grade-level students receiving basal reading instruction with peers in a writing-process-oriented language arts program. Finds that language arts students spent more time reading and writing, were exposed to more types of literature and writing activities, and exhibited more positive attitudes toward…

Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. Defends the questions posed by the authors' research agenda, and suggests that diverse research methodologies can be employed in tandem to address them. Calls for collaboration among…

Describes an approach in which students develop a book about themselves that combines photography and word processing skills. The project is based on the whole-language model of teaching literacy that develops reading, writing, listening, and speaking skills. (MLF)

Describes a nonfiction genre study in a first-grade class in which reading and writing minilessons focused on nonfiction, and the children were required to read nonfiction and write a piece in that genre. Notes that, by the end of the nonfiction study, the group exhibited confidence and comfort with nonfiction. (SR)

Discusses aspects of high-quality language arts instruction for African American children and for all children. Suggests that literacy learning starts early and continues throughout life; is used to make meanings out of the world; takes place through active involvement and use; is influenced by language and cultural background; and is influenced…

A checklist is presented to help structure systematic observation and diagnosis of students' handwriting. A breakdown of handwriting skills is accompanied by possible problem behaviors and related factors (such as grasp of writing instrument and motor skills) to consider in error analysis. The most common elements diminishing legibility are…

Presents classroom-tested teaching tips from 100 years of issues of "Instructor." Suggestions are made in the areas of language arts, social studies, science, math, writing, classroom management, bulletin boards and displays, art, general curriculum activities, and critical thinking skills. (SM)

Asserts that picture books are appropriate supplementary materials for use with secondary students. Provides a rationale for incorporating them into the secondary school curriculum. Describes the selection of appropriate picture books for use with older students and provides sample teaching strategies in selected subject areas (English/reading,…

Discusses curriculum development and renewal for social studies. Recommends the use of fundamental themes such as democracy and social responsibility as the curriculum focus. Identifies five pitfalls in the development process and provides solutions for each. (CFR)

Describes an intensive integrated art and language arts instructional program for first-grade at-risk children. Notes that a combination of whole language, language experience, and basal reading approaches. Finds a marked improvement in reading, writing ability, and language ability. (RS)

Includes two articles that deal with constructivism: one discusses constructivism and the use of computers in teaching language arts, particularly writing; and the other discusses constructivism and the use of laptop computers in an Australian primary school to help restructure the curriculum. (23 references) (LRW)