How formal or informal should you be when you write or speak? Let's dive into that!

Communicate Boundaries and Practice Consent: Setting and respecting boundaries of all types – physical, digital, emotional – are central to a healthy relationship. Practicing affirmative consent is one form of establishing boundaries that requires being a respectful “asker” and “receiver.”

Ways to demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

These authentic resources support a unit about housebfs in Spanish. grbfdZB

Students will interview a faculty member who teaches in a major of interest. The assignment assist students in developing rapport with faculty, creating questions that require in depth answers, and learning how to synthesize and summarize their major findings.

What is the treatment effectiveness of ASD clients who remain with the same clinician over 28 weeks compared to ASD clients receiving services from different clinicians for 28 weeks?

Activity Description: This activity is actually four different discussion-based activities to be used in a station rotation discussion day format.  It does require some prework with the double journal note-taking graphic organizer included in the resources.  Time needed for activity: 45-60 minutesResources needed for activity: student notes using the double journal note-taking graphic organizer; paper, sticky notes, and markers for timelines, and internet access to LMS. Assessment:  Rubrics   "Of Mice and Men End of the Novel Project" by Raeanna Carlson is licensed under CC BY-NC 4.0 / A derivative from the original work

This resource was designed for a Spanish student who has taken at least one semester of college-level Spanish, one year of High-School Spanish or has some basic knowledge of Spanish. Its content can be useful (and adapted to) more advanced students, even heritage speakers who would like to improve their speaking, listening, reading and writing skills as well as explore Spanish, Latin and Hispanic Culture.This online resource can be used as a textbook for an entire one-semester college course. It is comprised entirely of free, open-educational resources which are available to anyone. These include SpanishDict.com, StudySpanish.com, The Spanish Experiment, YouTube and much more.The content is practical, authentic and engaging, but more importantly, it allows students to acquire much more than basic Spanish skills. It provides students with oppotunities to learn about Spanish, Latin and Hispanic culture and geography, as well as acquainting the students with Spanish as it is actually spoken in many different countries.The textbook is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills. 

This paper opens a larger conversation about what must be done to realize opportunities presented by the Common Core State Standards in English Language Arts and the literacy standards in other subject areas. It emphasizes the simultaneous challenges and opportunities for ELLs.The paper emphasizes that texts are approached differently for different purposes. Students need opportunities to approach texts with these varied purposes in mind. It also highlights how ELLs may be well served by opportunities to explore and justify their own textual hypotheses, even if their initial interpretations diverge from those of the teacher.

This lesson plan was created by Dawn Spurck as part of the 2020 NDE OER Project. The attached lesson plan is designed for Grade K English Language Arts students. Students will demonstrate their understanding that exclamation marks show something very exciting or make a strong statement.  Students will also give oral feedback on written sentences.  Students will proofread and make edits to sentences they write. This lesson plan addresses the following NDE Standard: NE LA O1.1.b, NE LA 0.1.1.e, NE LA 0.1.1.f, NE LA 0.2.1 f, and NE LA 0.2.1.h.It is expected that this lesson will take students 15-20 minutes to complete. 

CLIL project about slighy soluble salts: Ksp, solubility and calculations for a NOT engllish speaking class

In this activity, students will practice giving directions and observing public plazas from French speaking countries.

Students work in teams to create an Eco-Friendly Tourism Guide to a Spanish Speaking Country. 

Authored by Belal Joundeya, Fly with Arabic: Unit Three (I Only Like Healthy Food) features a variety of language-learning lessons tied together by fun themes related to dietary customs, including food, drink, and the concept of eating healthy. The unit focuses on the acquisition of listening, reading, writing, and speaking skills, as well as knowledge of Arabic cultures and history.

Unit three is the third chapter in the "Fly with Arabic" series, which is comprised of a total of eight units, each containing several lessons, including fill-in-the-blank exercises, open-ended writing practice, and word-matching games, that seek to reinforce specific learning outcomes, such as oral and written production, writing, and reading. Additionally, brief cultural drills are included in each unit, and are designed to add a cultural dimension to each unit's language activities. All units also contain self- assessment checklists to help monitor and measure the learner's progress during the unit.

In summary, through using a number of drills to produce vocabulary, grammar, reading, writing, and speaking skills, including pictures, word-matching games, open-ended writing practice, and fill-in-the-blank exercises, the "Fly with Arabic" series seeks to connect all phases of Arabic-learning into one comprehensive package.