This resource provides mentors with strategies for fostering online relationships, planning conversations around school, and facilitating online interventions. There are three focus areas:
1. Creative relationship building
2. Structured conversations
3. Interactive interventions

Students showcase their understanding of what their classroom job entails by making an iMovie about the skills needed to do their job.

Early Warning Intervention and Monitoring System (EWIMS) is an evidence-based, data-driven, decision-making process that is often leveraged as part of a district’s Multi-tiered System of Supports framework. Within the process schools use a continuum of tiered supports for students (Tier 1, Tier 2, Tier 3), each with demonstrated evidence of effectiveness. At Tier 1, schools implement evidence-based practices to support attendance, positive social emotional and behavioral well-being and high course performance for all learners. EWIMS also helps educators systematically identify students who are showing signs that they are at risk of dropping out of school. EWIMS examines the underlying causes of risk, matches student needs to interventions, and monitors student progress and the success of the interventions. Fundamentally EWIMS is an ongoing cycle of examining data and making decisions about supports and interventions to help students get back on track for graduation.

This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.

Here at Innovation Classroom, we curate the latest and greatest in education technology as a resource for all teachers. See how education apps are changing the way we interact with students. Browse our collection of lesson videos to learn techniques you could be using in your classroom to engage your students in a new way. Search by lesson subject, teacher, grade level, device or app to find exactly what you're looking for. Technology that is integrated appropriately can open up a world of support, excitement and higher standards for all learners and educators in classrooms worldwide.

ELA G3:M1:U1
READING LITERARY TEXTS: OVERCOMING LEARNING CHALLENGES—SCHOOL AND EDUCATION
ELA G3:M1
ELA G3:M1:U1:L1
In this Unit
Guiding Questions and Big Ideas
The Four Ts
Assessment
Content Connections
Habits of Character
Unit-at-a-Glance
Accountable Independent Reading
Supporting English Language Learners
Texts and Resources to Buy
Preparation and Materials
Technology and Media
Additional Language and Literacy Block
Lessons
Optional Activities
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ELA Grade 3
ELA G3:M1
ELA G3:M1:U1
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In Unit 1, students read literary texts about children who face challenges with access to education. Throughout the course of the unit, students read three literary texts: Waiting for the Biblioburro by Monica Brown, Rain School by James Rumford, and Nasreen's Secret School by Jeanette Winter. They read each text for gist, recount the text, determine its central message or lesson, and then closely read and answer text-dependent questions designed to help them explain how that central message or lesson is conveyed through details in the text. Students also identify the challenges faced by the characters and how they are able to overcome them.

Throughout the unit, students are introduced to routines and anchor charts that will be used throughout the rest of the module, as well as the rest of the year. In the first half of the unit, students learn about independent reading and discussion norms and receive their independent reading journals and vocabulary logs. For the mid-unit assessment, students discuss what they like about their independent reading books and the things that they have found challenging. In the second half of the unit, after learning how to write short constructed responses, students read a new literary text, answer selected response questions, and write short constructed responses about questions having to do with the text.

In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea.
In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.

This is a special education reading intervention lesson plan using the Fountas and Pinnell program LLI. Brain based strategies as well as special education strategies are incorporated into this lesson. This is from the green kit and is lesson 80, which is level G.

As part of our functional curriculum, it is imperative that students learn how to effectively complete a job application in both paper and online format. This lesson takes place after students are able to complete a pencil-paper job application and take them through the steps to learn how to complete this process online.

PowerPoint templates lend themselves perfectly as a vehicle for Cognitively Impaired students to use for the creation of a project presentation. In this instance, it is to present a report on a planet of our Solar System, but this method can really be used for any topic/subject. By providing a structure/skeleton format that is age-appropriate and presents itself in a somewhat “professional” manner, even the simplest of information added to this presents itself in a nice format that we can readily share with peers and family. The structured nature of this project assures that all presentations will showcase nicely regardless of the students’ level of cognitive functioning.

In Unit 3, students move from analyzing challenges faced by others, to learning challenges that they face, specifically with reading. This is framed with the book More Than Anything Else by Marie Bradby, which describes the reading challenges Booker T. Washington faced. Students hear the whole text read aloud and analyze in detail an excerpt of text that is rich in figurative language and describes the challenges Booker faced in detail. For a mid-unit assessment, students demonstrate their writing skills by writing an informative paragraph recounting Booker's story from More Than Anything Else and the lesson they learned through the challenges faced and how those challenges were overcome.
In the second half of the unit, students determine their own reading challenges and some strategies to overcome those challenges. They use The Painted Essay(r) structure to write a reading contract outlining two of their most significant reading challenges and two strategies to overcome each challenge. Students also practice reading excerpts of Nasreen's Secret School and Rain School for fluency practice throughout the second half of the unit. For Part I of the End of Unit 3 Assessment, students read an excerpt of Nasreen's Secret School or Rain School in a group to record an audiobook. In Part II, students revise their reading contracts based on teacher and peer feedback. For the performance task, students create a reading strategies bookmark to quickly reference the reading strategies they have outlined in their reading contract.