Suggests ways that speaking and listening, reading and writing can be brought together in the learner's mind. (DD)

Describes techniques for combining language arts and social studies in a classroom analysis of cereal nutrition, packaging, and advertising. (DD)

Describes observations of how fourth-grade teacher Donna Carrara integrates literature into her writing program at the Montclair (New Jersey) Kimberly Academy. (HTH)

Discusses the importance of encouraging aesthetic response from students in elementary content area studies such as science, social studies, and mathematics. Includes ideas for fostering aesthetic responses through poetry and use of literature. (MG)

The author talks of his works with Bilingual students in literature circles, his experience with these children allowed him to reflect on an approach for teachers who want to incorporate art into literacy learning for bilingual children in a more meaningful way. He further states that the art core of literacy experiences with picture books allowed…

Discusses the interrelationship of the language arts, and how both oral and written language help the learning process. Describes a classroom in which students' activities center around talking, and how the teacher participated as a researcher in ethnographic studies out of which came the motivation for this instructional approach. (HTH)

Reviews materials from the ERIC system and other sources on providing natural learning situations in which reading, writing, speaking, and listening can be developed together for real purposes and real audiences in the self-contained elementary classroom. (HTH)

By interrelating the arts of language through a variety of activities children can improve their attitude toward school and their academic skills. (JH)

Proposes that teachers use children's literature to introduce art history to elementary students. Provides strategies for this approach and suggests several children's books for consideration. (MG)

Illustrates how all of the language arts are used by teachers and students to uncover the imaginative potential of language and their creative potential. Models ways of thinking about and investigating how instructional experiences, including classroom activities and the ways teachers interact with students, affect learning. (HTH)