A fifth-grade teacher researched the experts, observed master teachers, and experimented to find out what worked best for her and her students as she made the transition from the basal to the process approach to teaching the language arts. Taking courses and meeting with others helped support her decision to change. During the process of change, the teacher realized that the basal can be utilized in a whole language way, heavily supplemented with real books, self-selected reading of all types, and oral and written responses. Using the reading/writing process, the teacher tried to incorporate the literary genres her students were studying by integrating all the areas of the language arts. Portfolios were kept as students finished each genre. Developing the skills of cooperative learning enabled students to become listeners, supporters, and active learners. The teacher selected books based on the students' varied interests and abilities. When students chose the books they were about to read, they followed guidelines from the reading consultant. The teacher readily shared classroom experiences with parents, teachers, principals, board members, and others through frequent communication in newspaper form or invitations to visit the classroom. Performance assessments in language arts included: writing, oral discussions, exhibitions, and portfolios. The teacher constantly observed and evaluated herself and her students. The teacher observed the emergence of active readers, writers, listeners, and speakers--active involvement, active learners, and teacher and students as learners. (RS)