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)

Offers seven practical suggestions, which can be adapted to any grade level, for extending one's classroom to the outdoors. (MG)

Uses boxes, bottles, bags, brochures, and other print materials to create more interesting and more effective whole language lessons. (MG)

Describes one morning's reading and writing activities in a first grade classroom to provide an example of how one whole literacy teacher mediates children's learning. (MG)

Reports on a nationwide survey of instructional beliefs and practices of elementary public school teachers. Finds that teachers generally do not assume a polar, either/or approach to phonics and whole language, but instead provide children a balanced eclectic program involving both reading skill instruction and immersion in enriched literacy…

Comments on six points of belief commonly held by whole language teachers. Considers how computers can facilitate teaching and learning in ways that are consistent with those points of belief. (MG)

Shares a curriculum framework based on six aspects of literacy: ownership, reading comprehension, writing process, word identification, language and vocabulary knowledge, and voluntary reading. Notes that this framework is consistent with a whole literacy approach, and includes an assessment system and provisions for accountability. (MG)

Describes whole language reading workshops used in eighth grade classrooms. Notes that workshops consist of three components: time to read, ownership through self-selection, and opportunities to respond to the reading through dialogue journals. (MG)