Describes a project in which elementary school students create a computer-generated time line of milestones in their lives, noting such an activity can give them a good start on writing autobiographies. (SM)

Explains how elementary teachers can help students understand onomatopoeia, suggesting that they define onomatopoeia, share examples of it, read poems and have students discuss onomatopoeic words, act out common household sounds, write about sound effects, and create choral readings of onomatopoeic poems. Two appropriate poems are included. (SM)

Presents summer science activities for elementary students which focus on sunlight and other natural and artificial light sources (e.g., fire, flashlights, and fireflies). Related activities which involve language arts, art, and math are included. A reproducible page teaches children Morse Code using a flashlight. (SM)

A whole-language approach to science can enhance student learning. Curiosity about science leads to research, reading, and writing. An example of a two-week unit on ants is presented, in which students begin by watching the ants, then organize their thoughts, research ants, write about ants, and create final projects. (SM)

An intermediate school teacher describes a successful integrated curriculum unit that taught students basic geography, technology, and writing skills as they pretended to travel across the United States. The project required a large map, a resource library, a computer, and word processing, database, spreadsheet, and drawing software. (SM)

It is possible to connect art and language arts using traditional Japanese art. After explaining the Japanese art forms of Haiku poetry and sumi-e painting, the article describes a project in which students write haiku on special paper then illustrate their poems with gung and shey strokes. (SM)

Mask-making with simple art materials can be used to reinforce elementary students' reading, writing, and interpersonal skills. The article describes a mask-making project that connected fourth graders with language, literature, and self-expression. (SM)

Describes how a first-grade teacher developed an effective spelling program for his classroom that teaches sounds and words in the context of children's experiences. His program encourages students to memorize and learn words because the words are important to them rather than picked for them. (SM)

This article describes the process approach to writing instruction, examining the literature-based approach to reading and the whole-language learning approach. In whole-language classrooms, reading, writing, listening, and thinking are interwoven. The article offers ways for parents to support such approaches at home and school. (SM)

The article addresses the needs of primary grade teachers, focusing on whole language. It offers strategies from various primary teachers on such issues as classroom supplies, whole-language displays, literature-based activities, charts, graphs, language logs, end-of-the-day journals, and a class tooth book. (SM)

Provides before-, during-, and after-reading strategies to help students develop reading goals, monitor comprehension, and reflect on what they read. A reading wheel and student pages encourage practice of new strategies. Across the curriculum strategies are included for building comprehension in other curriculum areas. (SM)

A second grade teacher describes how a difficult student with learning disabilities blossomed over the course of the school year. The article examines her whole class approach and presents strategies for including such a student in creative writing activities. (SM)

Describes how primary teachers can use decoding strategies within a literature-based, whole-language setting. A three-stage approach involves the book stage (real reading), the word stage (learning words), and the letter-sound stage (learning sounds). The article provides sample activities. (SM)

Three elementary teachers describe how they became involved in computer technology and the projects that caught their interest. One teacher used word processing to enhance students' writing abilities. Another used software to tailor learning to all levels. The third tried an international telecommunications program that allowed children to…

The article explains how elementary teachers can strike a balance between whole language and traditional approaches to reading instruction, describing successful programs and sharing several teachers' suggestions for combining the two methods in the classroom. A list of reading resources is included. (SM)