General Description:This guide teaches academic reading strategies and skills, English vocabulary, dictionary skills, and language competencies in the context of reading John Lewis' Walking with the Wind. The book guide is intended for English language learners to assist them in reading, discussing, and comprehending the text. 

This activity aligns to an intermediate unit about families. Students watch then read a news story about young people in Spain living at home with their parents. They are guided with quotes from the video and comprehension questions.

 Students will use beginning sight words to confidently read and write.  This is meant as a mid to end of the year Kindergarten lesson.  It is a beginning of 1st grade lesson meant as a review and/or initial activity for students to then choose to do independently throughout the school year as they learn and add additional High-Frequency words to their base of knowledge.  

For use with Grade K and Grade 1 of the K-2 Reading Foundations Skills Block. Differentiation Packs can be used as a resource for planning differentiated small group instruction for students whose microphase aligns with work from a different grade level. This resource includes a comprehensive word list, key cycle information and texts for each grade level cycle, suggested instructional practices, poems, decodable readers, and handwriting sheets.

Learning Letters is a collection of all of the K-2 Reading Foundations Skills Block curricular materials related to learning about letter names, sounds, and formation. The contents include the research behind EL Education's approach to teaching letters, Letter Stories (engaging read-alouds, one for each letter of the alphabet and consonant digraph ("ch", "sh", and"th"), upper- and lowercase Keyword Cards (a colorful picture of the animal or object associated with each letter, and Handwriting Sheets (letter formation and handwriting practice sheets).

This OSPI resource provides curated collections of free activities, lessons, units, and informational "texts" (articles, passages, e-books, videos, podcasts) to support every NGSS Performance Expectation (standard) in grades K-5.  This resource is intended to support teachers with teaching science while also integrating science and ELA to grow student knowledge, thinking, application, and skills in both content areas.  Materials are organized into units based on the topics and essential questions in each grade. Resources listed are all freely available online, with some requiring teachers to create free accounts to access.  Some trade books are also listed that might be accessed through a library system. Gratitude is expressed to the Washington State Science Fellows, Science Fellows Emeriti, and ELA Fellows who contributed to curating the informational texts.  For questions or comments contact OSPI Elementary Science at Kimberley.Astle@k12.wa.us. 

This article features children's literature about heat, temperature, and adaptations and behaviors that allow animals and people to survive in the polar regions.

The attached Lesson Plan is designed for Third Grade English Language Arts students. Students will determine story elements and use the elements to write a summary. This Lesson Plan addresses the following NDE Standard: NE LA 3.1.6.b and NE LA 3.1.6.dIt is expected that this Lesson Plan will take students 90 minutes to complete.

This resource has been modified to include only phonological awareness skills for Kindergarten. It includes the teaching routines and the scope and sequence.
This resource was adapted from original materials provided by Highline Public Schools under a Creative Commons Attribution 4.0 License. Original materials may be freely accessed {https://www.oercommons.org/groups/highline-public-schools/4167/}.

Assignments matter. Task predicts performance. The rigor of a task sets students up for engagement with texts and with their peers.

Based on the cognitive demands of college-and-career-readiness standards, LDC "task templates"—a set of fill-in-the-blank assignment shells that support cognitive demands such as analysis, synthesis, comparison, and evaluation—help teachers, coaches, and curriculum designers create well aligned tasks.

These templates are used to design assignments that ask students to write in response to reading—assignments that teachers use to center and frame the type of work they do in class.

Esta actividad está dirigida a los estudiantes principiantes. Al partir de la lectura y la conversación, se desarrolla la función comunicativa y se repasa el léxico de la casa.

NASA Wavelength is a collection of resources that incorporate NASA content and have been subject to peer review. You can search this collection using key words and/or the drop down menus to pinpoint resources to use with your audience of learners. Set Materials Cost dropdown to 'Free' before searching. Materials' copyright will vary.

This online textbook represents materials that were used in the first four semesters (two years) of the Mandarin program at MIT. They eventually formed the basis of a print textbook of the same name, published by Yale University Press. The OCW course materials were extensively revised, and at times reordered, before publication, but the general principles of the original remain: to provide a comprehensive resource for the foundation levels of the Chinese language that separates the learning of oral skills from literary (the former being transcribed in pinyin, and the latter in characters). This resource contains the complete online version of the text and accompanying audio recordings.

Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1.     Employ a variety of approaches to analyze and interpret texts.  (PLG 1) (Gen Ed Goal 1 a)2.     Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3.      Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing.  (PLG 3) (Gen Ed Goal 1 c, d)     4.      Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument.   (PLG 3) (Gen Ed Goal 1c, d)5.     Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c)    6.     Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7.     Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science.  (PLG 6) (Gen Ed Goal 4 a, b, c, d)8.      Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers.  (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9.      Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay.     (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc.      (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts.      (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style.      (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing.      (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose.      (Meets student learning objectives 2-7)

One of a set of toolkits to support student development and personal reflection. Produced by students for students.

Students will move through this Softchalk lesson learning about the 7 kinds of conflict. Information can be found through text, videos, interactives, and an assignment at the end. A quiz can be taken at the end designed by you.

Les Conversations Mises à Jour is a collection of authentic conversations in French that targets mostly intermediate and advanced learners of French. Each conversation highlights the shared experience of two native or near-native French speakers and provides both an oral history of that experience and a trove of cultural references.

Students learn more about Faulkner's life and the culture of the South while exploring the use of multiple voices in narration.

Published in 1929, "The Sound and the Fury" is often referred to as William Faulkner's first work of genius. Faulkner's style is characterized by frequent time shifts, narrator shifts, unconventional punctuation and sentence structure, as well as a stream-of-consciousness technique that reveals the inner thoughts of characters to the reader. This curriculum unit will examine narrative structure and time, narrative voice/point of view, and symbolism throughout "The Sound and the Fury."

Reading Emily Dickinson's letters alongside her poems helps students to better appreciate a remarkable voice in American literature, grasp how Dickinson perceived herself and her poetry, and perhaps most relevant to their own endeavors consider the ways in which a writer constructs a "supposed person."