This document presents a step-by-step description of an activity that demonstrates how learners at all levels and all ages can use percussion and percussion instruments to support their learning of English pronunciation.

This book offers practical ways of teaching students about the close connections between the meaning, rhythm, and meter in poetry. The major assumption of the book is that a close reading of a poem--one that explores the nuances of structure--can increase one's appreciation and enjoyment of poetry. In the words of the authors, "What the poem is…

Describes a workshop in spoken word poetry. Presents a brief history of spoken word poetry. Describes ways of building the community and using hip-hop and rhythm in spoken word poetry. Lists and discusses nine exercises in rhythm and tone. Discusses the final week and the process of revision of the workshop. Concludes with a checklist of logistics…

Uses poetry and poetic prose to remind readers of the power of poetic language. Discusses the author's experience as a poet and her work with teachers to bring poetry into children's lives. (SR)

Describes how the author intentionally exploited students' strengths with linguistic play to allow them to use those strengths in processing their learning through literature and textual response in various content areas. Shows how informed teachers can use inventive language-play (especially limericks) as an important literacy-related strategy…

Describes a program of oral interpretation of poetry for children as a springboard into the language arts program. Describes the poetic nature of children, acknowledges rhythm as an important component of spoken language and poetry, and suggests possibilities for bringing children and poetry together through rhythmical experiences. (JMF)

Describes how creating a poem that focuses on memory, understanding, and emotion can lead to the construction of a meditative poem. States that poetry of meditation can be modified for use in almost any writing or literature classroom environment. (PA)

An examination of different types of hesitation in the speech of learners of French as a foreign language reveals several times as much hesitation as native speakers experience, with slowed speech apparent in the speech of foreign language learners. (MSE)

Describes vocabulary development in a college reading program that involves students writing and singing lyrics to the tune of "Puttin' on the Ritz." Discusses the theory behind this practice, specifically how rhyme and rhythm aid recall. (SRT)

Examines the elements of poetry that contribute to making a piece of writing a poem--sound values, rhythm, form, meaning--in an attempt to show teachers the larger view of poetry instruction, one that avoids the errors of the analytical approach and takes into consideration a total experience of poetry. (RL)

Provides examples of children's use of oral games and suggests that they are excellent material to establish the needed links between experience, speech, and the written word. (HOD)

Overviews some of the latest predictable books for emergent readers, this month looking at books that develop a sense of rhythm and books that entice children to play with words. Offers suggestions for using these 12 books in the classroom. (SR)

Examples are presented of schwa elisions from the sequence /r/-plus-consonant that are typical of contemporary general British pronunciation of English. This occurs often in lexical pronunciations and very often in syllables in proclitic or enclitic prosodic situations. (SW)

Presents an approach for helping students to explore the auditory level of meaning of a poem in a step-by-step manner. (TJ)

The teaching activities presented in this pamphlet focus on children's playground rhymes, chants, and traditional verse. The pamphlet begins with a discussion of children's lack of interest in poetry, a definition of poetry, and suggested ways to approach poetry. Following that, it explores ways to use playground chants and traditional verse: (1)…