Based on questions asked by teachers in classes, workshops, and conference sessions, this paper provides brief answers to eight of the most frequently asked questions about portfolio assessment. The questions answered in the paper are: (1) What is a portfolio?; (2) What should be put in the portfolio?; (3) How much should be put in the portfolio?;…

Intended to help practitioners make the transition from traditional to whole language instruction in reading and writing, this 160-item annotated bibliography provides a selection of journal articles and research reports, language arts curriculum guides, student texts, and professional textbooks which reflect whole language theory, research,…

Originally presented at the second annual Whole Language Umbrella Conference, the 18 essays in this book address the three related themes of identity, responsibility, and practice. The essays in the book discuss how whole language is defined, and how its practitioners come to define themselves; how whole language teachers act upon their identities…

Clarifying the place of phonics and spelling in a whole language program, this book presents classroom-tested strategies, models, and activities to help students make graphophonic connections, giving them the tools they need to become confident, lifelong readers and writers. Chapters in the book are: (1) Phonics and Spelling in Perspective; (2)…

Traditional Individualized Education Program (IEP) goals focusing on mastery of skills taught in isolation are inappropriate for primary-level whole-language classrooms containing children who are deaf or hard of hearing. Sample goals and objectives that measure students' growing ability to read and write are presented. (JDD)

In a truly balanced literacy program, how teachers teach is as important as what they teach. This article focuses on issues related to teaching basic skills with literature, effective grouping and planning, covering content, and dealing with student assessment. Five rules of thumb for maintaining balance are listed. (SM)

Recognizing that increasing pressure for greater accountability has accompanied recent economic changes, this book presents 11 articles on literacy evaluation and assessment. They are: (1) "Evaluation: A Political Issue" (Wendy Crebbin); (2) "Understanding Evaluation" (Kaye Lowe and Bill Bintz); (3) "A Difficult Balance:…

This booklet discusses the "whole language" approach to language instruction, which teaches students "from whole to part" through the integration of the language processes of reading, writing, speaking, and listening with an emphasis on meaning and purpose. The booklet explains what whole language is, describes its use in the teaching/learning…

Discussing issues involved in the successful teaching of literature, this book presents essays that explore recent findings from research concerned with the teaching of literature in contemporary K-12 classrooms. The book is organized by age, special population, and special issues. Essays in the book address such issues as ability grouping,…

Focusing on reading aloud in the classroom, this monograph demonstrates ways to integrate read alouds into an ongoing whole-language program in which children learn to reflect on literature by listening and responding to it. The monograph identifies and describes specific teaching strategies that invite students not only to listen to stories,…

Several elementary teachers present school-tested ideas for student assessment and activities for teaching writing. The article describes how one school conducted student assessment using a new checklist system and portfolios. Information is presented on schools that integrated literature, art, life skills, math, and role playing to teach writing.…

Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that…

A private day school, Willie Ross School for the Deaf, designed a whole-language approach to reading appropriate for deaf and hard-of-hearing children. This article compares traditional and psycholinguistic approaches to reading, describes the early childhood classroom environment, and presents a lesson using folktales. An assessment checklist is…

Developed with practicing teachers in mind, this book presents reprints of 22 articles and excerpts from longer works that deal with the most significant trends and issues facing literacy educators--whole language, phonics, literacy materials, emergent literacy, spelling, assessment, content literacy, vocabulary instruction, national standards,…

A spelling manual for teachers of intermediate-level (grades 3-6) children, for elementary and middle school teachers working with students who have learning disabilities, and for teachers working with students for whom English is not their first language, this book outlines a methodology that combines whole language and phonetic strategies to…