Teachers of language arts charged with selecting books for class instruction should consider their responsibility to students, the educational program, and the greater community.

Activities are given for a concept guide to help students improve their thinking skills through conceptual awareness.

Learning stations were planned that combined the teaching of English skills with History content.

Mad Magazine is a highly sophisticated, satiric commentary on virtually all phases of American culture and should not be overlooked as a literary source.

Describes observations of how fourth-grade teacher Donna Carrara integrates literature into her writing program at the Montclair (New Jersey) Kimberly Academy. (HTH)

Decries the way in which British education has reduced or eliminated the animation or essence of narrative. Explores the features that give narrative importance broader and deeper than the purely literary values customarily given it, and provides a rationale for keeping storytelling in the curriculum to enhance students' writing. (HTH)

Explores four drafts of a child's story about the disappearance of television, showing how the later draft suggests the writer's interest in questions about the nature of reality, and how the student grew as writer. (HTH)

Discusses one teacher's gradual acceptance of poetry as a useful means for teaching many areas of the language arts. Includes a case study of one student's growth as a poet. (HTH)

Examines and discusses ways in which the presentation mode can affect children's talk when they are engaging in dramatic dialog. Gives special attention to those differences in language that occur across varying contexts of situation in drama. (HTH)

Explores the relationships between children's literature and moral development. Discusses characteristics of a "female morality" and why such a perspective is important. Describes some children's books that exemplify this perspective and offers suggestions for their use to help children develop morally as well as cognitively and socially. (HTH)

Reports on participant-observation in a third- and fourth-grade classroom in which students learned to read science texts with both "efferent" and "aesthetic" reading processes. (HTH)

Describes how the writing of a favorite author helped a child accomplish what she wanted in her own writing. Discusses the classroom environment that encouraged the child's writing. (HTH)