A checklist of 26 behaviors is offered to help elementary level teachers determine where students are experiencing organizing or sequencing difficulties. Eight remediation suggestions for promoting organized behavior in learning disabled students are offered. (CL)

The regular classroom teacher's role in the identification of learning-disabled children is important but often difficult. Identification is facilitated, however, by recognition of a pattern of symptoms rather than one single sign. (Author/GC)

Argues that children's responses to the literature in their classroom need not always be formal and structured and that spontaneous, informal responses are equally meaningful. (DF)

The inservice participant's booklet presents information for regular class teachers on ways to manage atypical behaviors in the mainstreamed elementary class. Sections address the following topics (sample subtopics in parentheses): identification (atypical behavioral patterns and learning styles); causes of atypical behavior; academic intervention…

Techniques for helping students who are inconsistent in their efforts and their work are discussed. (MT)

Described are ways in which a classroom teacher may recognize creativity's primary processes in the behavior of children. Suggestions are made for developing creative learning activities in the classroom. (CS)

Observations of children's responses to picture books in three first-to-fourth-grade classrooms over a two-year period helped to form a descriptive framework for children's responses to picture books. Field notes, transcripts, and other data revealed that when children talked about picture books, they used the lexicon of the expert. They seemed…

Contributors offer suggestions concerning (1) reading aloud with children, (2) community involvement in the reading program, (3) a method for combining the neurological impress method with the directed reading activity, and (4) a technique for structuring instruction. (FL)

This document contains two curriculum guides, the first dealing with accountability skills and the second with social skills. The guides are products of project GOAL (Guidance Opportunities for Affective Learning), a program intended to meet the social/emotional needs of handicapped mainstreamed students in grades K-6 by improving classroom…

This collection of materials is designed to assist elementary school teachers in understanding and exploring the experiential world of the elementary school student by describing what students are like and examining their perceptions of settings, events, and other school members. The following concepts are addressed: (1) cognitive abilities of…

The Citizen Me Level Six guide incorporates the project's goal of providing a curriculum which integrates concepts of basic citizenship education with community involvement through gaining an understanding of rights, liberties, and obligations of citizens, developing an awareness of outcomes identified in crime and drug education, understanding…