The purpose of this article is to introduce text sets of picture books that address 10 ancient civilizations commonly taught in middle school and also offer instructional strategies that could be used for critical and multicultural literacy exploration. Beginning with discussion of the importance of picture books and text sets in the middle school…

Provides some time-saving and purposeful evaluation strategies that can be used with various writing projects and reports. Explains 10 hints directed toward what to do while the student is still writing and 5 hints for grading writing. (11 references) (MLF)

Provides information that middle level educators can use to develop dynamic school cultures that emphasize literacy and actively engage students in this effort. Discusses how cultures are created and sustained, and examines middle school practices for the cultural messages they communicate to students. Describes how literacy may be made a core…

Addresses "text potential" as a tool to make interdisciplinary connections between language arts and mathematics by identifying literacy standards and identifying literature that has text potential for teaching mathematics. Describes literature that highlights aspects of geometry and measurement, and discusses the power and potential of…

Presents information learned from the planning and implementation of a Writer's Academy. Describes structures for writing as well as six useful lessons learned pertaining to: (1) teacher conferences; (2) peer conferences; (3) exploring the world; (4) writing with students; (5) valuing the process and the product to address national standards; and…

Asserts that middle level teachers can deal effectively with the challenges of appropriate grading for all students. Argues that motivating students with learning disabilities requires the attention of the entire IEP (Individualized Education Plan) team to modify instruction, adapt grading procedures, and keep communication open with parents and…

Discussion of informal reading assessment procedures provides middle school teachers with several basic techniques for securing and using assessment data to implement an effective instructional program. (11 references) (MLF)

Argues that achievement gains in literacy in the middle school classroom revolve around the three elements of "dialogic instruction" orchestrated to support "envisionment-building classrooms" centered around substantive and sustained "curricular conversations." Asserts that effective classroom practices that include…

A middle school placed spelling instruction as a regular part of the first-hour class that had extended time for writing. Each teacher was responsible once every four weeks for providing a spelling unit related to his or her subject matter. (MLF)

"This We Believe" advocates the use of a curriculum that maximizes early adolescent learning by integrating multiple disciplines rather than teaching them in isolation. The development of an interdisciplinary curricular unit is a common assignment in middle grades teacher education programs that seek to prepare teacher candidates to…

Addresses middle school teachers' concerns about young adolescents' motivation for literacy learning. Focuses on beneficial classroom strategies, including suggestions for classroom environment, tasks, teacher authority, reward and recognition, grouping, evaluation, and time. (JPB)

Discusses the importance of classroom environment and teacher role in middle school students' literacy learning. Focuses on redesigning the literacy classroom to enable students to read and write better and engage them in literacy events. (JPB)

Addresses questions about the nature of collaborative learning in middle schools and its effect on literacy learning. Offers practical suggestions for implementing a collaborative learning program, including designing reading activities, problem students, grading, time allotment, and gifted students. (JPB)

Highlights research important to understanding struggling middle school readers, and based on that research, suggests principles for instruction. Argues that knowing students as readers, maintaining a wide range of reading material, and allotting time for reading in class can support readers regardless of motivation, interest, or ability. (SD)

Discusses the use of young adult and children's books about Hispanic Americans as a part of multicultural education in middle school classrooms. Considers interdisciplinary learning activities to explore the history of Hispanic experience in the Americas, and recommends works of fiction, nonfiction, poetry, and anthologies for classroom use. (JPB)