Suggests that extracurricular activities have come about in part to appease the guilt of English teachers who, though in love with language, have had to do horrible things to it to meet institutional needs. Reviews the redeeming qualities of student newspapers and drama projects. (TB)

Presents extracts from the Preface of the National Board for Professional Teaching Standards Early Adolescence/English Language Arts Standards. Discusses the educational context, the young adolescent in context, the philosophical context, and the standards format. Presents the 14 standards. (SR)

Presents annotations of 13 conference papers, books, and journal articles (published between 1988 and 1992) that serve as a starting point for an integrated study or writing unit exploring the use of oral narratives to link language and literacy. (RS)

Describes a conversation with a versatile children's artist and writer during a visit to his home on an island off the coast of Maine. Shares his experiences on the power of using and integrating poetry and art in writing. (BAC)

Describes ERIC as an up-to-date database that has relatively few items that center on conventions and mechanics, and yet there are hundreds of citations including ERIC descriptors such as spelling, grammar, and syntax. Presents a seven-item annotated bibliography of journal articles and books (published in ERIC between 1991 and 1993). (PA)

Explains from the standpoint of a teacher who is a member of the religious right why the schools today are a difficult place for those with strong religious views. Maintains that certain prejudicial positions that educators assume make communication with the religious right difficult, but suggests that language arts teachers may be uniquely…

Describes theological views about written texts, related attitudes exhibited by current protestors, and problems such views and attitudes create for English language arts teachers. Suggests that such an awareness of the religious perspective might help to lead to more constructive outcomes to conflicts between teachers and individual students and…

Notes important distinctions between "hands-on" experiences and "first-hand" experiences. Argues that teachers need to consider the kinds of learning that books, hands-on experiences, and first-hand experiences provide for students, and the roles they play in the creation of curriculum. (SR)

Presents brief annotations of 30 children's books (published in 1994) selected as outstanding trade books for enhancing language awareness among students in grades K-8. (SR)

States that Chapter I services can be used to encourage parents and children to work together in language arts. Asserts that parents who lack basic literacy skills are limited when helping their children. Shows how parent education programs, language arts training, and laptop computers can help overcome parents' sense of inadequacy and enable them…

Reviews "The Community as Classroom" by Candida Gillis. Asserts that the book systematically shows how to take a segment of society--in this case, the elderly--and use that community in the language arts classroom. (MM)

Presents an interview with Carole Edelsky in which she discusses the political issues that affect the day-to-day lives of children and teachers in the language arts classroom; political aspects of whole language; national political issues and literacy; and political actions teachers can take to improve language arts education. (RS)

Describes the "Library Power" project designed to bring together teachers and librarians in an effort to provide quality language arts instruction to "special populations" in over 100 schools in New York City. (RS)

Presents a five-step series of lessons which introduce seventh-grade language arts students to literary criticism and analysis as they progress through a text, moving from surface evaluation to thoughtful analysis. (SR)

Presents a view of the future of elementary school education in the United States that challenges educators to rethink many of their traditional notions of teaching and community and to transform language arts education in light of changing social, economic, and technological influences. (RS)