Describes a "quick-write" as a 1-3 minute written response to a short piece of writing in which students either write as quickly as they can all that comes to mind in response to the work, or borrow a line from the work and write off that line. (SG)

Offers instructional suggestions for helping students understand the specialized language used in standardized tests they will encounter. (SG)

Considers how spelling instruction tends to become much more focused on correcting and rewriting text. Explores how educators can develop students' spelling ability in the middle grades, conceptualizing spelling more broadly than the traditional focus on spelling as part of the editing/proofreading phase of writing. (SG)

Considers why ethnically diverse students' test performance belie their intellectual capacity. Notes that much can be done at the classroom level to eradicate this achievement gap and customize "one size fits all" standards-based instruction. Interviews two teachers who work in states where high-stakes testing dominates the educational debate. (SG)

Provides an annotated list of 12 web sites to turn to for information concerning the ramifications of high-stakes testing. (SG)

Suggests some criteria for evaluating young adult (YA) literature. Presents three ideas for criteria, and annotations of 12 YA novels published in 2001 or 2002 that meet the criteria. (SG)

Describes a program where ninth grade writing students worked with preschool children in developing poetry. Notes that the ninth graders practicing poetry with their own young "students" encouraged an eye and an ear for poetry - its rhythms, language, line divisions, and repetitions. Presents and discusses some of the poetry that…

Considers how educators can assist parents in supporting their children toward a positive educational experience through language arts. Describes a class for parents that offered a different approach to helping students meet the state standards. (SG)

Identifies a number of growth paths from 15 years of experimenting with Literature Circles. Presents an annotated bibliography of seven collections of very short fiction the author has been using to create collaboration minilessons. Notes that microfictions work on every level, are packed with craft, and often feature a surprising synthesis or…

Describes how the author learned by watching low-achieving students play intricate card games such as "Magic" that they can learn, can remember, and certainly can master information. Realizes that these cards were advanced learning tools, multifaceted texts using color, symbols, images, texts, and metaphor to help create a world of…

Considers the use of literature circles beyond the scope of fiction reading. Discusses literature circles' use with biographies, information books, essay collections, science adventures, travelogues, biographies, muckraking exposes, memoirs and even content area reading. Notes that teachers have an immediate incentive to try nonfiction literature…

Introduces notetaking tools used successfully with English-as-a-second-language students and low-achieving high school freshmen. Provides an overview of each tool and explains how students use them to take notes when reading textbooks and articles. Notes these tools and academic habits have helped students succeed in their mainstream academic…

Notes that whatever the unit, educators can include a wide range of materials: informational picture and chapter books; biographies and photographic essays; and Internet, newspaper, and magazine articles. Discusses how the use of multiple texts can help all students become a part of the same community of readers. Provides a list of references that…

Presents the "Structured Reading Lesson" as one simple way to structure reading activities so that the before, during, and after phases of the reading experience are all touched upon. Considers how reading strategies that students have developed to comprehend fictional narratives do not always help them with textbooks. Presents…

Argues that educators must take responsibility for putting a stop to the hatred for and disenfranchisement of students who are seen as being different. Suggests doing that by making sure the expository texts are set within the context of themes--those ideas that matter to students. Presents an annotated list of novels and expository texts to help…