Through a close reading of "Amelia Bedelia", students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.
Students explore and analyze the techniques that political (or editorial) cartoonists use and draw conclusions about why the cartoonists choose those techniques to communicate their messages.
What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.
As a culminating activity for "Slaughterhouse-Five", students make a compilation album (a CD with 6-8 tracks) that reflects their analysis, understanding, and reaction to the ideas in the novel "Slaughterhouse-Five".
Students work as a class to explore a character in a book they have read by identifying traits and finding textual references to support their choices.
This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.
Students investigate the effects of word choice in Robert Frost's "Choose Something Like a Star" to construct a more sophisticated understanding of speaker, subject, and tone.
Students select what they believe to be the most important word in a text that they have read and justify their choice using examples from the text.
This module ensures that students read, write, listen and speak to learn the history and contributions of Native Americans in New York State, particularly the Iroquois Confederacy. It focuses on reading and listening to primary and secondary sources to gather specific details and determine central ideas, and to reinforce reading fluency and paragraph writing. Students will read literature to develop an understanding of setting, characterization and theme, and informational writing.
Students will really get into the swing of things as they analyze the text and film versions of Edgar Allan Poe's story, "The Pit and the Pendulum."
Students compare and analyze novels and the movies adapted from them. They design new DVD covers and a related insert for the movies, reflecting their response to the movie version.
What if students could see the relevance of their school curriculum to real-world, interesting, STEM-related careers? Let's help them create a great future!
Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.
Striking images can leave lasting impressions on viewers. In this lesson, students make text-self-world connections to a nature- or science-related topic as they collaboratively design a multimedia presentation.
Four-year study that looked at the impact of a program called Reading Recovery.
The program trains teachers on how to administer Reading Recovery to 1st graders and found that it was effective at raising reading scores, and that generally, intensive early literacy intervention is effective.
Fact Fragment Frenzy provides elementary students with an online model for finding facts in nonfiction text, then invites students to find facts in five sample passages.
Students research the items listed in the song ŕWe Didn't Start the FireĚŇ by Billy Joel, noting their historical relevance, and then document their findings using an online chart.
Abstract from webpage: While librarians in schools often face significant budgetary cuts, they can play an important role in supporting learning in literacy and literature. However, little is known about the practices that they may employ to this end. Of particular interest is the role of librarians in schools in supporting struggling readers, as these students may be increasingly disadvantaged as they move through the years of schooling. Semi-structured interview data were collected from teacher librarians at 30 schools and analysed to identify practices exercised by teacher librarians that aligned with extant research around supporting struggling readers. Teacher librarians provided support by identifying struggling readers, providing them with age and skill-appropriate materials, undertaking skill scaffolding supporting choice, supporting students with special needs, providing one-to-one matching, promoting access to books, enhancing the social position of books and reading, reading aloud to students, facilitating silent reading, and preparing students for high-stakes literacy testing.