Describes how a fourth-grade teacher made poetry part of the daily ritual of her class. Describes how students began to read poems, write poems, and love poems enough to work persistently at reading and writing them. Describes a poetry festival that the class prepared. Describes the many effects, both cognitive and affective, of daily poetry. (SR)

Describes a reading intervention program that combined a modified enrichment program with cross-age tutoring and that resulted in significant gains in reading for both students and tutors. (SR)

Urges educators to make the Ohio Proficiency Tests work for their program rather than against it. Claims that by placing the learner outcomes of the test into an inquiry-based context, it is possible to structure classrooms so that teachers do not compromise teaching and learning but students still do well on the tests. (NH)

Examines four aspects of whole language (definition, implementation, skills instruction, and assessment) from the perspective of eight school administrators, four building principals and four curriculum directors. Finds the administrators viewed whole language as an instructional approach rather than as an instructional philosophy. (NH)

Describes classroom strategies that effectively engaged students in reading poetry, performing poetry, and writing poetry. (NH)

Urges teachers who have replaced teacher-planned and implemented instruction with less effective instruction because of the Ohio Proficiency Tests to recast their teacher role from passive technician to that of proactive decision-maker. (NH)

Summarizes three studies presented at the 1997 Ohio Council of the International Reading Association Fall conference: (1) a study of students' response to text in a university classroom; (2) systematic spelling instruction for learning disabled students; and (3) a one year investigation of the internship experiences of two preservice language arts…

Notes that multiage grouping is one way schools can organize to best serve students and facilitate learning. Provides a 10-item annotated bibliography of items (published between 1995 and 1997) in the ERIC database that address aspects of multiage classrooms. (NH)

Discusses implementing and evaluating the effectiveness of literature circles with second grade students. Includes three student profiles. Finds that using literature circles can facilitate development of students' analytical skills. (NH)

Presents a case study of one first-grade student's literacy behavior while corresponding through email during a 13-month period. Presents guidelines for teachers for developing an email pen-pal project. Suggests email is a powerful new medium for writing. (NH)

Describes a literacy program at one Ohio elementary school in which students, parents, and school personnel share in the process of literacy development. Discusses empowering the community through literacy; ownership through shared decision making, celebrating diversity, welcoming parents as educational partners, and the school as a community…

Notes that the move from writing privately to writing professionally can be daunting. Suggests that various kinds of sharing, group interaction, and feedback from colleagues can ease the transition from private to public writing. (SR)

Describes a case study of a sixth-grade student experiencing profound difficulties in learning to read, and the instructional intervention that helped him make significant progress. Comments on the public school's responsibility to provide effective remedial instruction. (SR)

Presents an interview with author Sharon Creech, winner of the 1995 Newbery Medal for her book called "Walk Two Moons." Talks with her about her experiences as an author and as a teacher. (SR)

Presents an interview with David Diaz, winner of the 1995 Caldecott Award for the book "Smoky Night." Discusses the book and Diaz's career as an artist. (SR)