This five- part writing lesson is aimed at the middle elementary grades. After a read- aloud, students guess why the authors chose to represent each letter with a particular word and then summarize the pattern of the book. Students use the pattern to create their own class alphabet book.

This assignment is designed to introduce quantitative reasoning and critical thinking in viewing documentary videos on the issues of development. Students will write a review essay about one of three designated documentaries for the course.

Students will read an academic article critically and write a review of the article.

Improves reading through work on vocabulary development, motor skills, comprehension and some reading rate improvement. Instruction includes sentence structure, paragraph and essay development, and written expression. Students can expect to increase working vocabulary and improve skills in basic communications.

Instructor guide: http://bit.ly/2oumRrX

In his books Teaching Adolescent Writers and Write Like This, author Kelly Gallagher suggests growing adolescent writers by providing them with real-world writing practice. If we want to work to develop our students as authentic, lifelong writers, we should help them to see that there is value in writing and that there are types of writing that we do for various purposes outside of school. This professional development was shared with middle school teachers to show how to turn 1 topic into 18 topics using Gallagher's 1 Topic = 18 Topics template. Specifically, we looked at writing to inform or explain in this training.

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.

Student pairs reverse engineer objects of their choice, learning what it takes to be an engineer. Groups each make a proposal, create a team work contract, use tools to disassemble a device, and sketch and document their full understanding of how it works. They compile what they learned into a manual and write-up that summarizes the object's purpose, bill of materials and operation procedure with orthographic and isometric sketches. Then they apply some of the steps of the engineering design process to come up with ideas for how the product or device could be improved for the benefit of the end user, manufacturer and/or environment. They describe and sketch their ideas for re-imagined designs (no prototyping or testing is done). To conclude, teams compile full reports and then recap their reverse engineering projects and investigation discoveries in brief class presentations. A PowerPoint(TM) presentation, written report and oral presentation rubrics, and peer evaluation form are provided.

This workshop entails the reading of a highly quantitative article, summarizing it for a different audience, and reflecting upon what choices and opportunities audience presents for quantitative writers.

Close readings of the major British Romantic poets (Blake, Wordsworth, Coleridge, Byron, Scott, Shelley, Keats), perhaps including some of the period's important fiction writers (e.g. Mary Shelley, Walter Scott). Some attention to literary and historical context. Lecture/discussion; at least two papers.

The Text Evidence Analysis Scaffolded Writing Rubric was created for the CESA #1 EL OER Project. This rubric is aligned with 9th grade Common Core writing standards. It is an example of how teachers can create scaffolds using the WIDA CAN DO Descriptors. As a result, ELs of varying language levels will be able to successfully display their knowledge of the 9-12th grade Common Core writing standards.

This activity is a field investigation of puddles where students gather data and record their findings.

Academic writing across the content areas is essential to ensure all students are growing as writers. This presentation includes structures for supporting and scaffolding writing for students by providing frames and writing opportunities for students across the content areas.

(How) have public attitudes about work and gender changed over the last 25 years? Using the General Social Survey (available online) students will conduct a descriptive statistical analysis of Americans perceptions about women and work from 1988. They will then contextualize their findings within the contemporary literature about these issues.

Students explore and experiment with various objects to find which materials will float or sink. They record predictions and results, and generate ideas about the properties of materials that float or sink.

Introduction to understanding, speaking, reading, and writing Spanish. Maximal use of fundamentals of grammar in active communication. Audio- and video-based language laboratory program coordinated with and supplemented to class work. For graduate credit see 21F.751. Spanish I is very different from other classes at MIT. The central component of the text and workbook is a series of 26 half-hour video episodes. The videos allow students to learn authentic Spanish and experience its cultural diversity while following a good story full of surprises and human emotions. Students also listen to an audio-only program integrated with the text and workbook. In the classroom, students do a variety of activities and exercises, which include talking in Spanish about the video program, practicing pronunciation and grammar, and interacting in Spanish with classmates in pairs and small groups. The class is conducted in Spanish as much as possible, but English is used where necessary for clarity and efficiency. This course deals with all basic language skills: aural comprehension, speaking, reading, and writing. This class assumes no previous knowledge of Spanish.

Increased practice in listening comprehension, reading, and group interaction. For graduate credit see 21F.752.In Spanish II focuses on continuing to develop fluency in understanding, speaking, reading, and writing in Spanish, using the second part of the video-based program, Destinos, begun in Spanish I. Destinos is a soap opera that allows students to learn Spanish and experience its cultural diversity while following a good story full of surprises and human emotions. Spanish II also includes additional materials, such as Spanish films and other media, various types of reading selections and online resources. Spanish II continues to develop students' listening, speaking, reading and writing skills using the second part of the video-based program, Destinos, begun in Spanish I. Destinos is a soap opera that allows students to learn Spanish and experience its cultural diversity while following a good story full of surprises and human emotions. Spanish II also includes additional materials, such as Spanish films and other media, various types of reading selections and online resources.

Continued study of the language, literature, and culture of Spanish-speaking countries. Materials are from Spain and Latin America and include films, short stories, novels, plays, poetry, and journalistic reports in various media.

Systematic training in spoken and written skills to improve fluency and style. Oral reports by participants on individual topics. Discussions with native speakers, analyses of selected literary texts, periodicals, and Spanish-language media. Taught in Spanish.

Aims at consolidation and expansion of skills in listening comprehension, speaking, reading, and writing. Uses short stories and other readings, Hispanic television programs, and interactive video to study issues of current interest in Hispanic culture. The first intermediate-level course in Spanish, with a focus on grammar review, additional vocabulary, writing of essays in Spanish and enhancement of cultural awareness. Group activities and projects, and conversation are emphasized.

Designed for students of Hispanic descent and raised in the US. Expands oral and written grammar study and increases contact with standard Spanish. Studies recent fiction and poetry as well as specific historical, social, economic, and political aspects of Mexican-American, Puerto Rican, and Cuban cultures. Many of the nonliterary readings are in English; class discussions in Spanish. Taught in Spanish. Fron the course home page: Course Description Spanish for Bilingual Students is an intermediate course designed principally for heritage learners, but which includes other students interested in specific content areas, such as US Latino immigration, identity, ethnicity, education and representation in the media. Linguistic goals include vocabulary acquisition, improvement in writing, and enhancement of formal communicative skills.