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Reader Pals.
Ayres, Linda; Wainess, Didi – Instructor, 1989
Reader Pals is a cross-age, whole language, independent, daily reading program designed to supplement existing reading curricula and to enrich daily lessons. A younger child is paired with an older child for a year. Program planning and implementation are discussed, and activities based on a dinosaur theme are suggested. (IAH)
Descriptors: Classroom Techniques, Cross Age Teaching, Elementary Education, Learning Activities
Time and Time Again: Using Mini-Lessons within Thematic Units.
Peer reviewed Peer reviewed
Ramsey, Jill; Conway, David F. – Volta Review, 1995
Discusses the use of mini-lessons within thematic units as forums for language learning and content development for intermediate grade students with hearing impairments. A project to enhance the language arts curriculum at the Nebraska School for the Deaf uses the whole language mini-lessons to work on skill development, clarify misunderstandings,…
Descriptors: Basic Skills, Classroom Techniques, Curriculum Design, Hearing Impairments
Back in the Classroom.
Peer reviewed Peer reviewed
Elliott, Tomm J. – Educational Leadership, 1993
Describes a former superintendent's disconcerting swim in the teacher candidate pool while trying to find a teaching position without "pulling strings." After landing a job teaching 36 fifth graders, he soon realized that espousing methodologies is very different from actually doing them. Allowing students more responsibility for their learning…
Descriptors: Career Change, Classroom Techniques, Elementary Education, Grade 5
Friendship and Literacy through Literature.
Peer reviewed Peer reviewed
Palincsar, Annemarie Sullivan; And Others – Journal of Learning Disabilities, 1995
This exploratory research describes results of a thematic literature-based unit in an upper elementary, self-contained class for students with learning disabilities. Social and collaborative activities included reading, writing, and speaking on the topic of friendship. Literacy outcomes are illustrated in three case histories. (DB)
Descriptors: Case Studies, Classroom Research, Classroom Techniques, Cooperative Learning
That Was Then, This Is Now: Transitioning to a Whole Language Classroom.
Peer reviewed Peer reviewed
Sauder, Carol R. – Volta Review, 1995
A teacher of preschool and kindergarten students with hearing impairments recounts her increasing use of whole language, process-oriented teaching methods. Considers the teacher's new role, the classroom environment, use of thematic units, emergent reading, emergent writing, and evaluation. (DB)
Descriptors: Beginning Reading, Childrens Writing, Classroom Techniques, Emergent Literacy
Young Children, Communication, and Learning.
Peer reviewed Peer reviewed
Hardison, Linda E. – Volta Review, 1995
A preschool teacher of children who are deaf or hard of hearing describes her classroom program, which provides children with opportunities to make choices; encourages whole language learning through theme cycles; teaches by means of learning centers, dramatic play, and science investigations; and reinforces the day's activities through use of a…
Descriptors: Classroom Environment, Classroom Techniques, Discovery Learning, Early Intervention
Cooperative Learning in the Elementary Classroom. Developments in Classroom Instruction Series.
Lyman, Lawrence; And Others – 1993
This book provides practicing educators with strategies for the successful implementation of cooperative learning in the classroom. Chapter 1 discusses the components of cooperative learning and how this practice meets the needs of students. Chapter 2 explains the process of restructuring the classroom into a cooperative environment. An 11-step…
Descriptors: Class Organization, Classroom Environment, Classroom Techniques, Cooperative Learning
The Paraeducator in the Elementary School Classroom. [Workbook].
Page, Diane R. – 2001
This training module for inexperienced elementary classroom assistant teachers provides information on what their job consists of, what is occurring in American elementary schools, and possibilities for paraeducators. The 12 chapters are: (1) "Who Are You?"; (2) "Are You Qualified?"; (3) "What Can You Expect?"; (4) "What about Instruction?"; (5)…
Descriptors: Academic Standards, Classroom Techniques, Cognitive Style, Collegiality