Describes the Literacy Pyramid (based on the United States Department of Agriculture food pyramid), a classification of eight instructional events, which is intended as a framework for teachers to think about the purpose of various instructional formats and about organizing time for language arts instruction. (SR)

Defines the notion of literacy scaffold and explains why literacy scaffolding applies to both first- and second-language learners. Offers criteria for teachers to apply in developing scaffolds. Illustrates the model with scaffolding activities used with elementary children, emphasizing the kinds of social contexts that optimize learning. (MG)

Describes a summer school English-as-a-Second-Language classroom that uses a content-rich whole language curriculum. Highlights experiences that were successful in facilitating literacy development, including reading experiences, writing experiences, talking and reading, and talking and writing. Discusses the effectiveness of the instructional…

Presents reviews by elementary school classroom teachers of books that have had a significant impact on their teaching and the philosophical underpinning for their actions. Includes reviews of four books on literature, literacy, language arts, whole language, the holistic approach, and assessment. (PRA)

Offers suggestions to incorporate holistic reading and writing activities into existing curricula and classroom structure to create a print-rich environment in which children use reading and writing in meaningful ways. (MG)

Describes how one resource person demonstrated and discussed whole language teaching methods in five elementary and middle schools to start the process of educational change. (MG)

Describes the "Global Method" of Celestin Freinet, a French educator whose teaching methods (similar to language experience, writing process approach, and whole language) are used by teachers in Europe. Offers excerpts of Freinet's ideas on democratic pedagogy, having children write their own books, teaching writing, moral civic…

Reviews five professional resource books on whole language instruction and mentions three additional books on the topic. Suggests these books to educators who are interested in obtaining information and support for child-centered instruction. (MG)

Provides a sample whole language matrix that systematically organizes the multitude of activities and strategies of an integrated curriculum. Discusses how this matrix may be helpful for teacher planning and documentation for administrators and parents. (MG)

Presents ideas for literacy-enriched birthday parties and other nonschool celebrations in family and community contexts. Discusses whole language birthday parties, other literature-related family events, and enrichment of other nonschool activities with literature. (SR)

Offers a story which highlights the need for whole language teachers to negotiate understandings about literacy learning by inviting principals and others to engage meaningful dialogue. (SR)

Describes how computers, when cast in a holistic framework, can be a natural complement to students' literacy development. Discusses how six teachers use computers in holistic literacy instruction. (MG)

Describes how the whole-language philosophy undergirds the teaching approaches used in a nontraditional special education program designed for students with language and learning disabilities. (SR)

Describes how children's picture books with musical themes explore the world of music and how the use of these books can enrich a whole language curriculum. Shares how picture books with musical themes can be integrated into various curriculum plans. (MG)

Discusses two training programs and five books designed to facilitate teachers' efforts to integrate the curriculum. (SR)