Discusses six professional resources and three classroom resources that can help practitioners decide what they should be doing and what they need to understand to function in a literature-based language arts classroom. (RS)

Describes a writing program in a first-grade classroom in a primarily low-socioeconomic, urban Appalachian region. Notes that the program aims at helping children become writers and to: (1) teach the concept of writing as communication; (2) learn about children's strengths and needs through observations and writing samples and teach accordingly;…

This booklet presents a description of Making Connections, a multicultural core curriculum program, and a list of recommended literature for interdisciplinary units. The first section discusses materials, using the Making Connections program, integrating relevant content areas, the stages of the research process, assessment, and making connections…

Meant to be adapted by the K-4 classroom teacher to best meet the needs of students, this book describes Children's Own Stories, a program in which young children dictate their ideas and thoughts to adults, and develop a sense of community with their peers as they talk together, share their stories, collaborate on stories, and read and enjoy works…

Describes the reorganization of teacher education methods courses at University of Wisconsin-River Falls. Lists whole language tenets, large group session topics, and sample integrations for prekindergarten through middle school grades. Asserts that the experience demonstrated the benefits of the whole language philosophy. (PRA)

Outlines a descriptive (not prescriptive) approach for the creation of a literature-based reading curriculum. Describes the 4 steps (behaving with basals, redefining reading, revving up for reading, and letting literature loose) that took the author 14 years of teaching to complete. Argues that literature-based reading programs are fun, enjoyable,…

This booklet outlines the basics of a schoolwide whole language program and describes the roles of teachers and the principal in it. Because there are legitimate differences among good programs, guidelines and suggestions are offered more often than definitive answers. The first four sections are entitled, respectively "Principles of Language…

This booklet provides strategies for implementing whole-language reading and writing in classroom and tutorial settings for at-risk learners, with a focus on migrant students. The whole-language approach integrates reading, writing, listening, and speaking into language arts, social studies, science, and other content areas. Within an environment…

Project GLAD (Guided Language Acquisition Design), a model of inservice teacher training in which teachers learn to modify instruction to promote acquisition of English as a Second Language, is outlined. The model uses the whole language approach to language learning. Its development was guided by research in whole language theory; integration of…