Describes how the writing process is the foundation for writing instruction in a seventh-grade class with full special education inclusion. Describes how daily writing, lots of choice, modeling, and examples of rich writing help all students move ahead to become better writers. (SR)

Describes how one teacher uses news articles to teach connections between the present-day real world and the books that her students read. Notes that her intent is to help readers transfer concepts from one domain (their reading) to another (real life). Offers the example of how this was done with the book "The Giver" by Lois Lowry. (SR)

Emphasizes that the purpose of parent-teacher conferences should be to inform parents, foster positive parental involvement, and improve student performance. Discusses scheduling of conferences, the need for full-size furniture for adults, and the importance of students being present with their parents. (SR)

Describes how a seventh-grade teacher and a special education teacher team-taught three divisions of language arts and reading. Discusses lesson planning, behavior problems, outside support, and significant gains. (SR)

Describes an unusual set of circumstances that paved the way for an interdisciplinary year-long United States History course involving reading and language arts that relied heavily on trade books to support the curriculum. Describes choosing the books and using them in the program. (SR)

Describes a history unit for middle school students focusing on their own communities. Describes getting organized, introducing the unit, and possible student projects. Adds a note of caution. (SR)

Describes one teacher's experiences using "kid-watching" with four challenging middle school students, noting how such observation provides valuable insights into how some individuals learn. (SR)

Describes one middle school's two-week end-of-school-year unit called Community Studies, in which students select several activities (from more than 40, many of them outdoors), which are assessed through portfolios. (SR)

Discusses censorship in school districts and in school libraries. Discusses controversial material, handling objections, censorship by omission, and book selection. (SR)

Uses students' amusing vocabulary mistakes to discuss vocabulary development. (SR)

Offers a humorous account of a writing assignment in which seventh-grade students, in response to a detailed description of a living room, wrote descriptions of who lived there, much to the chagrin of their teacher, whose living room it was. (SR)

Presents four "conning" techniques to lure elusive reluctant readers into actually reading books. (SR)