This practicum was designed to improve the congruency of resources, activities, and assessment strategies in intermediate-level language arts programs with a holistic process-oriented perspective on literacy development. Taking place in a large public elementary school in Vancouver, Canada, the practicum's goals were: (1) to implement "literature-based" programs in several classes; (2) to nurture lifelong reading habits by improving students' attitudes toward reading and increasing the number of books read; and (3) to foster among teachers a commitment to a holistic approach to literacy development and to instructional practices congruent with this perspective. Literature-based language arts programs were implemented, emphasizing student choice of texts; more varied and creative personal responses to literature; a broader range of assessment practices including portfolios, response journals, self-evaluations, and individual development profiles; integration with other subject areas; liaison with the library and librarian; parent education; and enrichment activities using a variety of media. The following activities were conducted: class newsletters were sent home, implementation of a daily Home-School Book in which students shared their school activities and experiences; creation of bulletin board displays to advertise the holistic approach to literacy development; provision of a literature review to school staff; presentations to parents and teachers on program organization and instructional practices; and development and administration of the evaluation components of the practicum. Results were positive from students, teachers, and parents. (SR)