The article describes how to teach skills strategically in whole-language classrooms. It discusses differences between skills and strategies and notes how to move from skill to strategy. A section on teaching phonics examines phonics charts and personal phonics booklets; suggests an order for teaching phonics. (SM)

Explains how elementary teachers can help students understand onomatopoeia, suggesting that they define onomatopoeia, share examples of it, read poems and have students discuss onomatopoeic words, act out common household sounds, write about sound effects, and create choral readings of onomatopoeic poems. Two appropriate poems are included. (SM)

Presents strategies for teaching elementary students about ratio and measurement. Primary students read and discuss a story that involves measurement, then write letters of advice to one of the characters. Intermediate students read the story, write and share letters of advice, discuss the benefits of standard measures, and measure themselves. (SM)

Presents the story of one award-winning elementary school which shows that effective reading instruction demands a fine sense of balance. The school uses both phonics and whole language in order to teach to all children's needs. It also incorporates a balance of other techniques. After 3 years, the school's standards-based reading program is…

Discusses the use of invented spelling to help kindergarten students learn to spell. It provides a natural foundation for building spelling abilities by making students think about words and generate new knowledge. Activities are suggested and guidelines are presented for a developmentally sensitive spelling program. (SM)

Describes how elementary teachers can get good results using invented spelling in the classroom. The article presents the history of invented spelling and whole-language learning, then explains how to use core word lists, avoid sloppy drafts, conduct conferences, teach spelling effectively, and create a balance between writing and spelling. (SM)

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)

An intermediate school teacher describes a successful integrated curriculum unit that taught students basic geography, technology, and writing skills as they pretended to travel across the United States. The project required a large map, a resource library, a computer, and word processing, database, spreadsheet, and drawing software. (SM)

It is possible to connect art and language arts using traditional Japanese art. After explaining the Japanese art forms of Haiku poetry and sumi-e painting, the article describes a project in which students write haiku on special paper then illustrate their poems with gung and shey strokes. (SM)

Mask-making with simple art materials can be used to reinforce elementary students' reading, writing, and interpersonal skills. The article describes a mask-making project that connected fourth graders with language, literature, and self-expression. (SM)

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.…

Describes how a first-grade teacher developed an effective spelling program for his classroom that teaches sounds and words in the context of children's experiences. His program encourages students to memorize and learn words because the words are important to them rather than picked for them. (SM)

The article describes attention deficit hyperactivity disorder (ADHD) and how it affects learning, notes why whole language provides one of the best settings for students with ADHD, and discusses strategies for adapting the whole-language classroom to meet the needs of many different kinds of learners. (SM)

Three elementary teachers describe how they became involved in computer technology and the projects that caught their interest. One teacher used word processing to enhance students' writing abilities. Another used software to tailor learning to all levels. The third tried an international telecommunications program that allowed children to…

Presents an excerpt from the journal of a second grade teacher who reflected on the daily challenges and possibilities of learning in a child-centered, meaning-based classroom free of workbooks and standardized testing; an interview with author Nancie Atwell, a language specialist and veteran teacher; and suggestions for books and journals. (SM)