Emphasizing the importance of developing a social classroom climate, this book addresses the organization of the reading/writing classroom. Nine sections: (1) present a statement of principles based on this concept of classroom organization (J. Steinle); (2) discuss scheduling the school day as an important area of teacher planning (P. Sloan and D. Whitehead); (3) suggest ways of managing classroom resources and space to create conditions similar to those in which children master oral language (H. Brown); (4) discuss the theoretical and practical bases for providing personalized learning for all children through appropriate grouping techniques (L. Unsworth); (5) suggest some desirable outcomes of a teacher's contract with a learner, and outline the history of and rationale for contracting (A. Fleet); (6) describe cooperative classroom learning activities that involve peer tutoring (Knox Grammar School staff members); (7) address the issue of parents as home tutors of literature, citing results from recent naturalistic research supporting the notion (M. Kemp); (8) define team teaching, describe its benefits, present a number of case studies, and provide practical guidelines for implementing it (M. Mannison); and (9) focus on the use of teacher-made learning centers as a means of fostering independent learning while providing stimulating whole language activities (L. Unsworth). (JD)