This essay, the concluding statement of a two-part article begun in the March 1977 issue of "INSIGHTS," presents a case for the creation of a language-rich environment in an intermediate-grade classroom. The essay suggests that children should read a great variety of literary materials rather than reading extensively in textbooks, that there should be opportunities for a considerable amount of student-to-student and student-to-teacher oral and written interaction, and that skills instruction in the intermediate grades should focus on helping children learn to make their novice-level language skills function as tools for learning. A list of relevant resources for intermediate-grade teachers is included. (GW)