"Viewing and Representing in the Middle Years" was a 2-year project to investigate the development of visual literacy in the classrooms of 3 Canadian middle school teachers. These teachers tried a large variety of approaches and were generally optimistic about the increased use of visual materials to make classrooms more inclusive. They…

Describes the development of a literature unit on the theme of night scares for grades one, two, and three. Presents a literature web that integrates reading and language arts with content area subjects. The literature web also lists children's literature appropriate for the theme and several instructional activities. (LB)

Offering more practical ideas and a rich description of how their curriculum moved from writing and reading to include inquiry, the first half of this book focuses on the authoring cycle and the ways in which educators have used the cycle as a curricular framework. The second half of the book provides detailed descriptions of "curricular…

This document presents materials related to the Framework for Aesthetic Literacy, which provides a model for integrating the study of the arts and English/language arts in kindergarten through high school. The instructional guide included in the document describes the philosophy, purposes, and curriculum design of the framework, suggests ways the…

Discusses the establishment and goals of the World Meteorological Organization and the World Meteorological Day (WMD). Includes teaching objectives for upper elementary and lower secondary school teachers and provides activities which integrate the study of meteorology with language, history, geography, mathematics, science, physical education,…

This report describes the development of a complete set of curriculum materials that uses the Teams-Games-Tournament (TGT) instructional process for elementary language arts instruction for grades four through six. The TGT instructional process is a cooperative group-teaching method that requires materials to be objective based and presented in…

Self-regulated learning (SRL) researchers have paid relatively little attention to questions concerning (a) the level of experience and expertise required to create high-SRL environments, (b) how teachers acquire such expertise, and (c) how expert instruction needs to be to influence students' SRL positively. We agree with Randi and Corno (2000)…

Argues that curriculum integration may lead to a diminution of social studies content. Contends that classroom activities done in the name of curriculum integration often have no educational value. Provides five guidelines to determine whether an instructional activity is appropriate for curriculum integration. (CFR)

Noting that since the 1970s cooperative learning has been widely investigated regarding its implementation and efficacy, this booklet is designed to introduce the teaching strategy of cooperative learning to classroom teachers. The booklet first provides an overview and supplies a context for cooperative learning and then defines cooperative…

This collection of teaching materials contains information and activities which connect language arts and mathematics. Materials in the collection include: a statement of fundamental assumptions about language, literacy, and learning; objectives for mathematics as communication and mathematical connections; a discussion of a new approach to…

Educators can identify children's strengths early on and gain insight into each student's unique abilities by using the numerous ideas and informal assessments in this exciting guide. Gifted and talented specialist Ann Maccagnano offers K-8 teachers challenging activities and engaging lessons to develop and nurture gifted learners' talents.…

Described is an action research project in sentence combining which is helping to revise the language arts curriculum in Madison County, Georgia. It is suggested that there are benefits to classroom research projects. (KC)

Eight curriculum guides are provided for music and social studies; reading/language arts/social studies; reading/language arts; science; science/art; social studies. Objectives, resources, grade level, activity procedures, evaluation and follow-up suggestions are outlined for each activity. (JKP)

Intended for language arts teachers, this resource guide contains general goals for a language arts curriculum for kindergarten through grade 12, objectives for varying school levels, learning activities, and selected resources designed for a wide range of student abilities. Sections of the guide focus on listening, speaking, reading, writing, and…

Intended for teachers of preschool and primary school children, this booklet contains materials and methods designed to help make literature the core of the early childhood curriculum. The first chapter presents a rationale for making literature an integral part of the curriculum, as well as goals for the appreciation, comprehension, and extension…