Offers a five-step support technique for transferring speaking to writing and offers observations on helping children with the conventions of writing. (HTH)

Discusses the positive effects of storytelling in the classroom and techniques for teaching children the art of storytelling. (HTH)

Reviews research on the importance of oral language for the child and provides a framework for curriculum design based on talk purposes, talk contexts, and talk planning. (DD)

Describes a project in which children learn about the language of film and how to use language or action to express themselves. Outlines the steps of a class filmmaking project, including brainstorming, plotting, writing, making film props, and filming the movie. (HTH)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Describes ERIC resources that present research on children's language usage and development and that suggest activities for the promotion of language development. (ET)

Among the techniques used by successful teacher-writers such as Herbert Kohl, Phillip Lopate, and James Herndon in teaching writing are the use of extensive speaking activities, the accommodation of different writing habits, the admission that writing is difficult, and the use of varied media. (ET)

Describes a process called narrative theater that involves (1) the exploration of texts and the stories likely embedded within them, (2) a learning process that involves the creation of drama contexts, and (3) the use of theater conventions. (SRT)