Short Description:
This textbook guides a learner who has no previous German experience to gain the ability to accurately understand formal written German prose, aided only by a comprehensive dictionary.

Word Count: 35928

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

An interactive and educational lesson focused on building a foundation for literacy amongst women, specifically ages 15-20.  

Short Description:
The GEWA Archive is an open-access publication space where the General Education English Program at Middle Tennessee State University (MTSU) showcases the winners of the General Education Writing Awards (GEWA) each year. Awarded in four categories, the GEWA honor the best and brightest submissions in each of the General Education English (GEE) courses at MTSU.

Long Description:
The GenEd Magazine (GEM) is an open-access publication space where the General Education English Program at Middle Tennessee State University (MTSU) showcases the winners of the General Education Writing Awards (GEWA) each year. Awarded in four categories, the GEWA honor the best and brightest submissions in each of the General Education English (GEE) courses at MTSU. GEWA Archive

The GEWA Archive is organized by award year (e.g., 2020-2021) and award category (e.g., ENGL 1010). Under each award year, you’ll find the following categories that often contain more than one GEWA submission: ENGL 1010: Expository Writing ENGL 1020: Research and Argumentative Writing ENGL 2020/2030: Sophomore-level Literary Analysis ENGL 1010, 1020, 2020, 2030: Multimodal Composition Using the Archive

Students and teachers alike can use the GEM to showcase student example texts for each General Education English course.

Word Count: 40267

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The Global Digital Library (GDL) has been developed to increase the availability of high-quality reading resources in underserved languages worldwide where there is currently a lack of quality early grade reading resources. The site primarily hosts reading instruction books and storybooks for leisure reading, but the GDL will also link to more interactive resources, such as literacy games.

Cover Sheet
Teacher Example
Templates

Module 1A focuses on building community by making connections between visual imagery, oral accounts, poetry and written texts of various cultures with a focus on the Haudenosaunee (Iroquois) culture. Students will determine a central idea and demonstrate how gathering information from a variety of sources can help us understand a central idea more fully.| Module 1 also reinforces reading fluency, close text analysis, explanatory paragraph writing, and presenting to peers. The module reinforces the fact that Native Americans—specifically the Iroquois (Haudenosaunee, People of the Longhouse) —were early inhabitants of the New York region and state, and continue to contribute to the region’s history.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Resource suggestions to explore and consider as a way to support your family learning during school closures.

Resource suggestions to explore and consider as a way to support student learning in grades 3 - 5. 

We all know how important a strong vocabulary is, and let's face it, if a student wasn't an avid reader as they grew up, they probably don't have a varied vocabulary. Plus, memorizing one word at a time on a weekly list that seems to go on forever and ever can be discouraging for students who have little skill in decoding or comprehending. Studying and becoming familar with Greek and Roman roots can help students identify parts they might know in unfamilar words, and this may lead to building stronger access to higher level words more quickly.This module is designed to help the students focus on two to three roots per week through ten to fifteen words. Through the week, they are given tasks to work with the roots and develop a relationship to them so they can access them more readily when reading higher level texts. By working with antonyms, synonyms, and building sentences, students develop the ability to decode faster and comprehend more. Hopefully, this leads to stronger success in, not only the academic world, but the workplace and home life as well.

Students apply knowledge of genres to identify different genres from "reading-alouds of excerpts" from selected books representing different genres.

This textbook will teach you what an argument is, how to identify its parts, and whether or not a text you’ve encountered is making an argument. Once you are familiar with these basic aspects of arguments, you will be able to analyze most of the writing you will read in English 101 and elsewhere—whether in classes for your major or in content you find on social media. This resource was supported by funding from the OER Creator Program at UMass Dartmouth.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach first grade students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons

While we hope that most students have mastered basic decoding skills by grade three, some students will need additional support. The purpose of this guide is to provide resources for you to assess and differentiate for students’ needs in phonics, sight word recognition, fluency, and phonemic awareness. This will help students to meet the foundational standards in the Common Core, to meet reading standard 10 (independently read complex text at grade level), and most importantly, to become successful readers and scholars. The primary goal of the instructional activities in this guide is to support students in developing proficiency and automaticity with decoding skills. Decoding (reading) and encoding (writing) are closely related skills, and the activities in this guide address both. Because of the pivotal and primary role reading plays in academic success, you will want to pay particularly close attention to students’ proficiency with decoding and fluency.

As a teacher of students in third grade or beyond, you won’t want to provide whole-class phonics instruction – though more advanced word study such as word analysis should be a part of your curriculum. Rather, you’ll want to identify the needs of individual students and meet those needs through small group and individual instruction. This is because many of your students will already have mastered the phonics skills they need.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach kindergarten students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach second grade students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons.

Notre Dame, Marseille, Montpellier. If you’re looking to add a bit of color and culture to your student’s reading activities, this new ESL Lesson Plan on holiday in France offers just the ticket.Suitable for intermediate learners, the lesson plan is built around the theme of holidays. It offers students the chance to practice their reading skills while learning about intensifiers, idioms and informal language.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Ten Easy Picture Stories for Beginning Students of English

Short Description:
This book contains 10 easy picture stories for beginning students of English along with exercises and discussion prompts. Order a print copy: http://www.lulu.com/shop/timothy-krause/home-and-school-ten-easy-picture-stories-for-beginning-students-of-english/paperback/product-23982959.html

Long Description:
This book contains 10 easy picture stories for beginning students of English. The stories have a Lexile level of 100L-500L and address common home and school situations. Each story includes images, self-correcting comprehension exercises, and a conversation prompt.

Order a print copy: http://www.lulu.com/shop/timothy-krause/home-and-school-ten-easy-picture-stories-for-beginning-students-of-english/paperback/product-23982959.html

Word Count: 1898

Included H5P activities: 29

ISBN: 978-1-63635-014-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This resource was created by Jenna McAfee, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

An introduction to the literary form of comics - as a comic! Introducing and defining key concepts in comic studies, as well as debunking common myths about comics, this booklet is an introduction to the discipline. Covers topics such as comic terminology, grammar, layout, styles, transitions, and closure, with a self-quiz to take at the end.

This lesson is meant for teachers to use during a professional learning session around the science of reading.  Teachers will read an article and reflect on it using the "I Used to Think...Now I Know" routine from Making Thinking Visible.