Talking Points - Volume 17, Issue 2, 2006

Three new teachers and a university faculty member form a TAWL (Teachers Applying Whole Language) group to share experiences, inquire, support each other, and collectively challenge the status quo in English language arts classrooms.

Written in the form of a readers theatre, this article follows two students, Rose and Marshall, and some of their teachers, from third through twelfth grade. The students were interviewed every two years from third grade through high school for their thoughts about writing

As part of the NCTE Reading Initiative, the authors served as the staff developers for a three-year professional development program at a new elementary school. Here they share their insights on building community among the participants in the program.

Rick Meyer looks at the cognitive frames that lead to students and their schools being labeled “below proficient” or “needs improvement” by various government agencies and proposes instead a new frame through which we can see the remarkable achievements of students and their teachers.

This column discusses the value of identifying with literary characters—and the value of not identifying with them—and places both in the context of the inquiry work the authors do with texts and readers.

This feature includes a message from the WLU president; reports from various WLU committees; Registration form for the 2006 Summer Institute; and information on membership.