Describes the steps taken by a fourth grade teacher and her students which resulted in the publication of a guidebook to metropolitan Denver. (DD)

Discusses flannel board stories, prop stories, puppet stories, chalk talks, storytelling through photographs, sound stories, music stories, "cut" stories, and Origami stories. (DD)

Makes eight suggestions on how to keep abreast of language arts teaching techniques, methods, and materials; provides evaluative criteria for language arts materials. (DD)

Suggests ways teachers can keep abreast of professionally relevant techniques, research, and ideas. (DD)

Some 60 activities in language arts for use in the out-of-doors are described. Categories for these middle school activities include oral activities, factual writing, fictional writing, and poetry. (JC)

Mind and mood pictures help students "see" reason in their writing. (Editor)

A monthly exchange of tips, projects, ideas, and resources. (Editor)

A review of research and informed opinion on the integration of the language arts curriculum. (DD)

Plenty of subject choices make creative writing personal and successful. (Editor)

Contains a response to an earlier article in the May/June 1996 issue of this journal which weaves into the Texas story references to apparent failures in California. Presents a corrective version of the challenges faced by public schools in California. (TB)

Discusses language and literacy learning, and some current language arts practices that warrant reconsideration. Describes and offers examples of the move away from oppositional discourses (set up by pedagogical debates) and to the "radical middle." Notes a move toward a third place where two normative patterns of interaction intersect, creating…

Suggests that the "Standards for the English Language Arts" (copublished by the National Council of Teachers of English and the International Reading Association) makes good sense about literature and almost none at all about literacy. Argues that for 99% of the school population, the de-emphasis of the "Standards" on formal written communication…

Reports on a project by a reading teacher that combines reading and science while debunking the myth of the big, bad wolf. Related activities include making animal tracks, writing, and measurement activities. (DDR)