Offers a conceptual framework for building language awareness through the reading of poetry, encouraging children to reflect on language in interesting and powerful ways. Provides an instructional model for constructing literature-based experiences in the classroom.

Grammar should be taught in the context of students' own writing: "we learn what we actually have the opportunity to practice and do in the real world."

Argues that, taught in the context of writing, grammar can enhance and improve students' writing. Offers classroom examples showing how: good preparation for writing fosters good grammar and detail; students can use grammatical and syntactic constructions used by professional authors as models for their own writing; and how to help students learn revision strategies at the sentence and paragraph level.

Standards for the English Language Arts presents a vision of literacy education that encompasses the use of print, oral, and visual language and addresses six interrelated English language arts: reading, writing, speaking, listening, viewing, and visually representing.

Wheeler and Swords show K–6 teachers how to use code-switching and contrastive analysis to help students use prior knowledge to translate vernacular English into Standard English.

NCTE's Assembly for the Teaching of English Grammar provides this much-needed resource for teachers who wonder what to do about grammar—how to teach it, how to apply it, how to learn what they themselves were never taught.

Katie Wood Ray explains in practical terms the theoretical underpinnings of how elementary and middle school students learn to write from their reading.

A practical, comprehensive, and illuminating guide for both new and experienced teachers that confronts the challenges of the writing workshop head-on.