In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

Students will use primary sources to gain information about Hernando de Soto, his route, and his interactions with Native Americans in Alabama. Students will read two articles in order to identify information about Hernando de Soto and his journey through Alabama. Students will also learn about the impact of European Exploration on the Native Americans who were in Alabama in the 1500s. This lesson was created in partnership with the Alabama Department of Archives and History.

In this problem-based learning module, students will research health issues that are relevant to elementary students k-3. Students will look at perceptions, influences, education, research and discussion.Information will be provided through various ways including direct instruction, small group instruction by the classroom teacher, online research, and real-life research. Students will research media influences on health and develop a student-produced Public Service Announcement that will be shared with their peers as well as k-3 students in the district. Students will also have the opportunity to learn from each other and share their ideas with community stakeholders and plan next steps to promote healthy lifestyles in our community.

In this lesson, students will conduct an experiment to compare similarities and differences with wind and water erosion. Students will create a narrative story describing a particular rock formation based on evidence in the rock patterns, including an estimated time frame, plants and animals that may have been living in the environment, and the type of erosion that formed their rock formation. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Have you ever talked with a friend about a problem, only to realize that he just doesn’t seem to grasp why the issue is so important to you? Have you ever presented an idea to a group, and it’s met with utter confusion? What’s going on here? Katherine Hampsten describes why miscommunication occurs so frequently, and how we can minimize frustration while expressing ourselves better.

In this problem-based learning unit, the Class will discuss what it means to be empathetic. Then, situations in which empathy is necessary will be role played. Students will then roll 2 dice, one die will determine their audience and the other die will determine the task they are to create a solution to. Sample audience and tasks include creating a tool to access an out of reach object for a child, vision impaired, or person in a wheelchair. Students will hand draw prototypes and then utilize a free online 3D modeling application to design their solutions for sharing.

This lesson plan was created by Stefanie Green as part of the 2020 NDE ELA OER Project. This lesson plan is designed for sophomore students and would most effectively be taught in collaboration between an English teacher and a school librarian. The lesson will take approximately 60 minutes. View the Google Slides presentation here: https://tinyurl.com/yxjz2zpu

This video is for elementary age students and teaches students how to revise. The video was produced by students for students.

The learner audience for this lesson are adults preparing for the GED, specifically the English/Language Arts portion. The lesson introduces “evidence” as a necessary support for claims in a persuasive essay, or argument. It demonstrates what the relationship between words and ideas in a claim should be to the key ideas in a passage, or passages, cited in support of a claim. Learners practice using evidence to support a claim about the role of motivation and procrastination in their own lives, then find at least one piece of evidence from an article on that topic.

For this lesson, your attention will be focused on text features. You will walk away from this lesson with a better understanding of text features and how they assist in understanding information. You will develop your skills of gathering data, as well as an understanding of the importance of accuracy. You will be asked to read or watch related content, and you will have the opportunity to create slides, board games, writings, and posters, etc., to show your understanding of text features.StandardsLA 3.1.6.f Use text features to locate information and explain how the information contributes to an understanding of print and digital text.

For this seminar, your attention will be focused on text features. You want to walk away from this seminar with a better understanding of text features and how they assist in understanding information. You will develop your skills of gathering data, as well as an understanding of the importance of accuracy. You will be asked to read or watch related content, and you will have the opportunity to create slides, board games, writings, and posters, etc., to show your understanding of text features.StandardsCC.1.2.3.EUse text features and search tools to locate and interpret information.CC.1.2.3.GUse information gained from text features to demonstrate understanding of a text.

The learner audience for this lesson are adults preparing for the GED, specifically the English/Language Arts portion. The lesson introduces “evidence” as a necessary support for claims in a persuasive essay, or argument. It demonstrates what the relationship between words and ideas in a claim should be to the key ideas in a passage, or passages, cited in support of a claim. Learners practice using evidence to support a claim about the role of motivation and procrastination in their own lives, then find at least one piece of evidence from an article on that topic.

The learner audience for this lesson are adults preparing for the GED, specifically the English/Language Arts portion. The lesson introduces “evidence” as a necessary support for claims in a persuasive essay, or argument. It demonstrates what the relationship between words and ideas in a claim should be to the key ideas in a passage, or passages, cited in support of a claim. Learners practice using evidence to support a claim about the role of motivation and procrastination in their own lives, then find at least one piece of evidence from an article on that topic.

The reading strategy known as inferring is also one of the six basic process skills in science. How to apply the strategy in teaching K-5 reading and science is explained in this article from the free, online magazine Beyond Weather and the Water Cycle. The magazine is designed to prepare elementary teachers to teach climate science concepts while integrating inquiry-based science and literacy instruction.

You're in a movie theater, watching the new horror flick. The audience knows something that the main character does not. The audience sees the character's actions are not in his best interest. What's that feeling -- the one that makes you want to shout at the screen? Christopher Warner identifies this storytelling device as dramatic irony.

The "Into the Book" web site is designed to help elementary students practice eight reading comprehension strategies through playful interactive activities. The site focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. "Behind the Lesson," the teacher area of the site, provides information, lesson plans and other resources for teachers.

In this seminar, you will be introduced to the six common types of text structure. Then, the seminar will narrow its focus to the first two structures. You will learn how authors organize ideas to help you to better understand the nonfiction texts you encounter, and you will explore the graphic organizers used to support them.StandardsCC.1.2.5.E Use text structure, in and among texts, to interpret information.