Describes 11 documents in the ERIC system which describe language activities in the context of music, drama, games, and visual stimuli. (DD)

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)

Describes a number of nonnarrative films and suggests ways to use them to integrate media into subject areas, to teach production techniques, to critique films and other visual productions, and to develop good visual taste. (DD)

Describes the writing program which might emerge if several recognized American writers were asked to identify childhood experiences which influenced their development. (DD)

Suggests ways to bring nursery rhymes into the elementary school classroom through creative dramatics, creative writing, and reading experiences. (DD)

Suggests ways to use readers theatre programs to teach literature while polishing reading skills. (DD)

Considers ways to use creative dramatics to develop competence in speaking, listening, and--by extension--writing. (DD)

Describes how a purposeful, creative use of show and tell can help develop students' speaking, listening, and thinking skills. (DD)

Describes how letters from the author's son acted as a major motivational technique to involve students in a remedial reading class. (DD)

Suggests ways to guide students in the skills of plot development so that they produce interesting fiction. (DD)

Describes a language arts project which used students' own first names as the project theme. (DD)

Uses materials from the ERIC system to suggest ideas for a more imaginative use of language in the classroom and provides examples of how to accomplish this. (DD)

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)

The content of recent children's literature--especially works dealing with death, sex, old age, and homosexuality--is not an end in itself; the handling of that content and its ultimate meaning are crucial in selecting books for children. (DD)