Several elementary teachers present school-tested ideas for student assessment and activities for teaching writing. The article describes how one school conducted student assessment using a new checklist system and portfolios. Information is presented on schools that integrated literature, art, life skills, math, and role playing to teach writing.…

Examines the philosophy of the whole-language approach to teaching and learning. Whole language stresses that language should remain whole and uncontrived and children should use it in ways that relate to their own lives. Answers are not as important as learning processes in the whole-language approach. (SM)

Describes how one teacher initiated a whole language program and attempted to inform parents about the program. Discusses the importance of maintaining a constant flow of communication to parents and providing variety in the media that are used to carry the communication. (MG)

Faculty members of the University of Illinois' College of Education and teachers in the Urbana School District are collaborating to improve elementary teacher education. Key elements of the program's Language and Literacy block are its integrated, holistic approach to language instruction and reliance on classroom videotapings to improve student…

Describes whole-language activities (including using predictable books and rewriting of literary and poetic patterns) used for teaching reading and writing in a Kansas middle school. (PRA)

This article examines the relevance of whole-language instruction with deaf children and concludes that, although this approach has many values, deaf children often need a more direct approach to acquire English literacy. Educators of the deaf are urged to be wary of adopting general education methods without careful evaluation with deaf students.…

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)

Whole language supports a grass-roots approach to teaching through student writing that combines reading and writing across the curriculum with literature and interdisciplinary units. The whole-language approach has great value at the middle level but is time-consuming and requires considerable staff development and administrator support. (MLH)

Reprints a talk presented to teacher trainers in 1990 that surveys thinking on language acquisition, specifically on the transition from orality to literacy, focusing on Montessori connections and applications. (HTH)

Identifies quantitative research regarding whole language. Includes studies on preschool literacy, literature and basal reading, at-risk first grade children, whole language and traditional approaches to beginning reading, students' writing ability, whole language and older students, and implementation. Concludes that whole language may be more…

Demonstrates how a real first grade teacher in a real classroom covers district objectives for reading and language arts within the context of a whole language philosophy. Illustrates how the teacher recognizes the needs of the students and encourages them to participate in making decisions about what activities are included in the unit. (MG)

Reviews 13 professional materials that explore the uses of expository texts and informational materials designed to be used with elementary and middle school students in the classroom. Discusses a book that provides a whole-language perspective on language learning and teaching. (MG)

Identifies and explores some of the factors that could block the whole-language movement and suggests options for addressing these potential problems. Notes that patterns that emerged from surveys of curriculum directors, principals, teachers, and parents focused on the importance of inservice education, program accountability, and availability of…

Explores one kindergarten teacher's insights gained through the writing of her students. Shows that students were gaining a wealth of knowledge through meaningful engagement in literacy processes. Shows how, by recognizing the power of learning from young children, she gained greater insight into emergent literacy development and informed her…

Reviews significant findings from the author's research and speculates on differential responses to his work. Argues that appropriately chosen direct instruction in the spelling-sound code is the reality that will enable the romance with whole language to be a long-lasting one and that educators must let scientific evidence answer questions about…