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 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)

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)

Presents instructional strategies that integrate syntax instruction with literacy instruction, while maintaining the integrity of language and the literacy process. Discusses using authentic texts and keeping the literacy process whole, manipulating sentence structures in context, and revising linguistic priorities. (SR)

Reviews some of the benefits of the whole-language philosophy. Discusses the importance of systematic direct instruction, defining it and presenting arguments for including it in the classroom. Urges building bridges between whole-language and more traditional approaches. (PRA)

Ponders the dilemmas of teaching and learning how to learn from reading (using the "fortunately/unfortunately" pattern from Remy Charlip's book "Fortunately.") (SR)

Discusses the procedures for using the Classroom Reading Miscue Assessment which was developed by Denver area Coordinators/Consultants Applying Whole Language to help teachers efficiently gather miscue data. (MG)

Presents guidelines designed to help teachers using whole language for the first time. Addresses a variety of concerns, including staff development, the change process, and implementation. (SR)

Presents reflections of six primary school teachers and their principal on the growth of their literacy program based on whole language principles; and their professional development as teachers of young children. Discusses a nurturing environment, changes in their literacy program, strategies for success, and future goals. (SR)

Describes five whole language professional resources that present many insights into whole language theory along with specific ways to implement it in the classroom. (MG)