This lesson alerts students to the fallacies that surround them every day. …
This lesson alerts students to the fallacies that surround them every day. The fallacies used in advertising are often overlooked without the tools needed to examine them critically. In this lesson, students deconstruct fallacious images and messages in advertisements and demonstrate their understanding of the fallacies through multimedia presentations. The presentations provide an anchor for shared understanding.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Kelly Diehl teach about the short /i/ word families -ig and -ip.
Students listen and choral read the poem, "Tigger the Pig". Students are detectives and help find -ig and -ip words within the poem. Students sort pictures into word families. Students are asked to write I am a good friend with two supporting details and share with someone at home.
This guidance document helps teachers understand the why, as well as the …
This guidance document helps teachers understand the why, as well as the concrete what and how, of the ALL Block: the five components, how each component reinforces the work from the module lessons, how rotations work, what a day in the ALL Block looks like, and Frequently Asked Questions.
This guidance document helps teachers understand the why, as well as the …
This guidance document helps teachers understand the why, as well as the concrete what and how, of the K-2 Labs: what the five labs are, how each lab supports student learning, how the Labs hour is structured, how Labs reinforce and extend work from the module lessons, what work students do during Labs, how unfold over the course of an entire module in order to build students’ independence, what a day in Labs looks like, and Frequently Asked Questions.
This guidance document helps teachers understand the why, as well as the …
This guidance document helps teachers understand the why, as well as the concrete what and how, of the K-2 Reading Foundations Skills Block: the overall structure, how time is used within the hour of instruction, what students do during Whole Group instruction and during differentiated Small Group instruction and Independent work, how the design of the Skills block reflects grade level reading and language standards, what assessments look like, how the K-2 Skills Block supports and complements the work from the K-2 Language Arts Curriculum (module lessons and Labs), what a day in the Skills Block looks like, and Frequently Asked Questions.
In the Common Core era, students are challenged to read complex texts …
In the Common Core era, students are challenged to read complex texts to build content knowl-edge, literacy skills, and academic vocabulary. Each EL Education ELA module for Grades 3–5 includes one or more “central” texts—complex texts that students work with in class and for homework, with support from the teacher and peers. It is important that all students have ac-cess to, and support with, reading text at the appropriate level of complexity for their grade level.
Students build their knowledge base and learn to read and summarize informational …
Students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.
In this lesson students build their knowledge base and learn to read …
In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.
The Independent Reading Sample Plans serve as a resource in launching and …
The Independent Reading Sample Plans serve as a resource in launching and sustaining a strong independent reading program that emphasizes accountability in grades 3-5. It includes lesson sequences that vary in length. The sample plans accompany our Grades 3-5 Language Arts Curriculum, Second Edition.
There are currently three million Indigenous people, from more than five hundred …
There are currently three million Indigenous people, from more than five hundred federally recognized Indigenous nations, living in the United States. Since 1492 and the arrival of the first European explorers, Indigenous people's land has been violently seized, leading to a devastating decline in population and the striping away of key aspects of Indigenous culture. It is impossible to synthesize the diverse history and culture of Indigenous people into one unit, but it is important for students to understand that Indigenous people have been, and still are, an important part of our country's history and future. Therefore, this unit has a few focuses. The first focus is on providing students with an overarching understanding of Indigenous people and their history, using the book The People Shall Continue as a guide. After reading the text, students will participate in a guided research project to learn more about an Indigenous nation near where they live. The second part of the unit focuses on different Indigenous people who have worked hard and overcome hardships to create equal opportunities and experiences for Indigenous people today. After reading a few biographies as a class, students will research additional Indigenous heroes to learn more about their achievements, sacrifices, and passions. The goal of the second part of the unit is to shine a light on key Indigenous figures and emphasize the idea that Indigenous people have been and always will be an important part of our country.
The reading strategy known as inferring is also one of the six …
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.
Learning to Share Information (5 days) 1.Today we are going to start …
Learning to Share Information (5 days) 1.Today we are going to start a research project on Greek gods. We started reading A True Book: Ancient Greece in shared reading today. One of the things that was really important to the ancient Greeks was religion. They believed in many gods and they believed that their gods looked and acted like humans, but had incredible powers and lived forever. 2. Yesterday you chose which god you were going to be an expert on. I have the list up here. Also, you started to research and write notes on your graphic organizer. I showed you how to make sections to take notes in and how to add more to each section as you read through different sources. 3. For the past two days, you have been working hard to gather information about your gods. All of you have several sections filled in. Some of those sections have lots of information and some of those sections only have one or two facts. Today we are going to talk about deciding which information to keep and which information to get rid of. 4. Yesterday you worked on choosing information to share in your infographic. Today you will need to begin planning how you will want your infographic to look. 5. Yesterday you used your graphic organizer to plan your infographic. Today you can start making your infographic. Sharing
Reading, analyzing, and evaluating informational text is a challenge for students. Here …
Reading, analyzing, and evaluating informational text is a challenge for students. Here are some strategies for helping students complete close reading.
The lesson provides an opportunity for students to not only read and …
The lesson provides an opportunity for students to not only read and view the importance of choosing career choices now, but gives them an opportunity to write about their future career goals and think about the best way to achieve them starting now.
You will need to have the book The Worst of Friends available …
You will need to have the book The Worst of Friends available for this lesson. You will also need nonfiction books, printed articles and/or children’s magazines. Utlize memberships to news articles that you have available to you at your school, use free news sites online, or gather informative texts from your classroom library. WEEK 3, DAY 4 Introduction to Compare/Contrast Writing Students will work with a partner. Students should have sticky notes or a note taking document to record the elements of informative texts that they find. Include: introduce the topic, group related information together, facts, definitions, and quotations about the topic, details that describe the topic, linking words, precise language and topic-specific vocabulary, conclusion. WEEK 3, DAY 5 Learning About Informative Writing: Compare/Contrast Chart: Grade 4 Informative Writing Checklist Sample Model and practice evaluating informative pieces using the checklist. Sharing: Pair up pairs and have each group of 4 share which piece they believe is the strongest and why. Stress that students should use the checklist in their explanation.
Week 23, Day 2--Week 23, Day 5 Informative Writing Unit: Newspaper Article …
Week 23, Day 2--Week 23, Day 5 Informative Writing Unit: Newspaper Article This week you will write an informative piece based on Roanoke the Lost Colony. You will pretend to be a news reporter and write a newspaper article letting your readers know what happened to the colonists of Roanoke Colony. Stick with the theory you chose yesterday. You will pretend to have lived during the time period. You will also pretend that you interviewed one or more people living then and you will include some of their interview in your news article.
Introduction to Informative Writing 1. Students will work in partners or small …
Introduction to Informative Writing 1. Students will work in partners or small groups around the room with small sets of text. There can be pre-selected groupings of texts or students may be permitted to work with one book at a time, coming up to get a new one once they have finished. Students should have sticky notes or some kind of note-taking document to write down the similarities among the informative texts. 2. Students put sentences in order. They will pair up with another group and share their paragraph with their group members. They will discuss why they put their sentences in the order that they did, referencing the checklist as they tell why. 3. Students will work in partners or small groups to determine whether texts are informativeor not informative. Students should be prepared to share why they labeled one text informative or not informative.
WEEK 9, DAY 1 Learning about Informative Writing WEEK 9, DAY 2 …
WEEK 9, DAY 1 Learning about Informative Writing WEEK 9, DAY 2 Learning to Evaluate Informative/ Writing WEEK 9, DAY 3 Learning to Write Informative Pieces WEEK 9, DAY 4 Learning to Write Informative Pieces WEEK 9, DAY 5 Learning to Write Informative Pieces
Week 2, Day 1 Initial Assessment of Students’ Independent Writing Students will …
Week 2, Day 1 Initial Assessment of Students’ Independent Writing Students will write their opinion paper with minimal guidance and support from the teacher. Students will share with a partner their writing piece before they turn it in.
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