The attached Lesson Plan is designed for Third Grade English Language Arts students. Students will determine character traits and provide supporting evidence from the text. They will also identify and explain why authors use literary devices, specifically similes, in their writing. This Lesson Plan addresses the following NDE Standard: NE LA 3.1.6.b and NE LA 3.1.6.c.It is expected that this Lesson Plan will take students 2- 30-40 minute sessions to complete.

This lesson, designed for middle level, goes into further detail about narrative characters and what characterization is. The lesson connects to Cornell notes along with discussion questions that students complete while watching in order to prepare for class the next day

This course is the intermediate level of the streamlined curriculum, which is intended for students who, when they began streamlined I, had some background in the language, whether it be comprehension with limited speaking ability or quite fluent speaking ability. The focus of the course is on standard pronunciation and usage, on reading in both complex and simplified characters, and on writing. It is presupposed that students in Chinese III have already learned the pinyin system of representing pronunciation sufficiently well to be able to read texts in pinyin accurately. (If not, there are pinyin tutorials to assist you to learn the system.)

This is the second semester of the intermediate level sequence intended for students whose conversational ability exceeds their reading and writing skills. Focus is on reading and writing, as well as broadening conversational skills and control of standard pronunciation, for students with background in conversational Chinese. Lab work is required. On completing this course, students should be able to speak the language with standard pronunciation, to converse with some fluency on everyday topics, as well as on some specialized topics, to read edited, as well as authentic texts, in simplified or traditional characters with suitable fluency, and to be able to write composition on certain topics. The class consists of a combination of practice, reading, discussion, dictation, composition and feedback, net exploration via the web, and presentation. This course is conducted in Mandarin.

This course is the continuation of 21G.105. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. Some special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.

This course is a sequel to 21G.113 Chinese V (Streamlined). It is designed to further help students develop sophisticated conversational, reading and writing skills by combining authentic reading and audio-visual material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT, in the Boston area and on the web. Some special features of Chinese societies, cultures and customs will be introduced. The class consists of readings, discussion, student presentations and network exploration. The course is conducted in Mandarin.

This course is the continuation of 21G.104/108. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at in the Boston area. Some of special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are be introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.

Students will practice Chinese reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.

Students learn the linguistic strategies Achebe uses to convey the Igbo and British missionary cultures presented in the novel and how the text combines European linguistic and literary forms with African oral traditions.

In this activity, students read infographics and other reading material about appropriate chores that children of each age can do at home. The complexity of the resources varies by level, ranging from beginner to intermediate.

This resource was created by Kimberly Heberer, 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.

This Module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed (est. completion time: 1 hour). Note: This Module is part of a series dealing with methods of classroom assessment and focuses specifically on reading assessments.

The Portuguese language lessons of ClicaBrasil highlight aspects of Brazilian culture. They are designed for intermediate to advanced students, but are accessible to everyone. Each lesson includes videos of Brazilians from all walks of life speaking naturally about their lives and their country. All lessons integrate reading, writing, listening and comprehension, grammar, vocabulary, oral communication and cultural activities with the videos. This is also available as a free PDF textbook and as print on demand.

This article features children's literature about weather, climate, and climate change. What’s the difference between weather and climate? How do scientists observe, measure, and predict weather phenomena? How is Earth’s climate changing, and why? This month’s bookshelf will help students develop a solid grasp of weather-related concepts. It will also introduce students to global warming and climate change and inspire them to do what they can to combat the problem.

This issue of the free online magazine, Beyond Penguins and Polar Bears, highlights resources that help elementary teachers learn about climate change and teach their students important foundational concepts.

The Center on Inclusive Software for Learning's flexible, adaptive, and customizable digital learning environment.

This resource guide begins by outlining the theory underlying the literacy work and then lays out the framework for the supports included in the Readers series. Subsequent chapters describe and illustrate the specific content literacy and language development strategies that have been chosen as being of particularly high impact. Although most of the strategies can be used in multiple ways, we have chosen to present them as occurring "Before, €During€ and After Reading" because of the importance of this mental model in effective content literacy instruction.

College Reading Syllabus

RD 115 College Reading

Course Description

Focuses on expanding reading frequency and effectively reading complex college level texts; Emphasizes comprehension strategies, critical reading and thinking skills, information literacy, vocabulary development, student success strategies and adapting reading rate to different reading tasks.

Improve reading rate, vocabulary and comprehension. Includes formation of efficient
reading habits, vocabulary development, inferential and critical reading, and adapting
reading rate to different reading tasks.

Course Outcomes
*NOTE THIS COURSE HAS SIX OUTCOMES, MOST OF WHICH HAVE MULTIPLE PARTS. THEY ARE BROKEN DOWN INTO
SMALLER MEASURABLE AREAS BELOW.
1a. Proficiently use stages of reading—previewing, reading, review-and reading strategies in order to
improve comprehension, control concentration, and increase persistence and retention in a variety of
academic and non-academic reading tasks.
1b. Refine connections between text, the student’s life, student’s knowledge of the world, and other texts.
1c. Examine interactions between relationship, richness, structure, style, vocabulary, and purpose within
complex texts.
1d. Increase reading frequency.
1e. Adjust reading rate to the nature of the material.
2a. Advance and broaden use of vocabulary development strategies to learn and use new words including
discipline-specific vocabulary in listening, speaking and writing.
2b. Advance word parts study.
3. Refine written evaluation, analysis, and reflection in response to various texts.
4. Analyze texts in order to:
a. identify and articulate explicit and implied main idea and major details,
b. distinguish fact from opinion
c. determine the author’s and reader’s purpose and bias, and
d. distinguish between literal and figurative meaning in a variety of increasingly complex academic
and non-academic reading materials.
e. Make accurate inferences and rely on information provided in text to substantiate thinking.
4f. Identify and evaluate complex points of view in different texts.
4g. Cultivate flexibility and skepticism about author’s and reader’s perspectives.
5a. Use library resources to formulate a research query
5b. Select appropriate sources of information. Use critical thinking to evaluate increasingly complex and
diverse information and sources for academic and lifelong learning.
5c. Identify and make use of steps in the research process.
6a. Exhibit habits and contribute to academic success, including engagement and intellectual curiosity.
6b. Employ active learning and study strategies for academic success.
6c. Use campus support services and other learning resources to help meet academic goals.
6d. Participate in a classroom learning community in a respective and responsive manner

OpenStax College Success is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Developed with the support of hundreds of faculty and coordinators, the book addresses the evolving challenges and opportunities of today’s diverse students. Engagement, self-analysis, personal responsibility, and student support are reflected throughout the material. College Success also includes an array of student surveys and opinion polls, and OpenStax will regularly provide the results to adopting faculty.

This site is designed for parents and teachers who are helping Spanish-speaking children learn to read in English. Find activities to help children learn about sounds, letters, and words. Use tips and materials to help children develop skills in reading. (Available in English and Spanish.) This site is filled with useful information, strategies, activities, and resources for all teachers of ELLs, whether you are an ESL teacher or a content area teacher with one or two English learners in your class. Although many of the activities have been designed for children in PreK-3, most can be adapted for children in upper elementary, middle school, and high school.