Students form literature circles, read "Esperanza Rising" or "Becoming Naomi Leon" by Pam MuĐoz Ryan, use a Critical Thinking Map to discuss social issues, and use a class wiki.

Using a reality tlevision show format, students are given thems from a certain novel and create storyboards upon which to create the reality TV show. Prior to the lesson , the teacher pulls the stick(s) from certain cups that are labeled with each of the ELA standards. This way students are focused on what standrd they are working on that class period.

This is a two-sided resource for students to use when responding to reading.

"The easyCBM system was developed by educational researchers at the University of Oregon in close collaboration with school district partners across the United States. It is designed to give teachers insight into which of their students may need additional instructional supports as well as to provide a means by which they can measure the effectiveness of their teaching. System reports provide information that supports evidence-based decision making, and the Interventions interface streamlines the process of keeping track of students' instructional program, a feature that is particularly helpful for student study team meetings and parent conferences.
The full District system includes a variety of curriculum based measures in the content areas of early literacy in both English and Spanish as well as oral reading fluency, vocabulary, and reading comprehension. In addition, it offers mathematics measures with reach to both the National Council of Teachers of Mathematics (NCTM) Focal Point Standards and the Common Core State Standards in Mathematics, with built-in read-aloud and Spanish translation accommodations. The Teacher Deluxe Edition offers the same features as the District version, but is optimized for individual teacher, rather than system-wide adoption. A truncated version, the Lite Edition, is available free of charge for individual teachers."

After scaffolding and modeling of the GIST summarizing strategies, students practice getting the GIST of a piece of text, and then write a brief summary of the text.

In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This resource allows students to record and track their data for multiple formative and summative assessments related to inferencing.

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.

Into the Book is a reading comprehension multimedia resource. Students learn to use reading comprehension strategies including: prior knowledge, making connections, questioning, visualizing, inferring, summarizing, evaluating and synthesizing. This resource includes educational videos, online activities, professional learning videos and teacher tools. Discover more at reading.ecb.org.

John Schumacher (aka Mr. Schu) is a blogger, a part-time lecturer at Rutgers University, and the Ambassador of School Libraries for Scholastic Book Fairs®. You could say every day is a giant book party for this teacher-librarian! In fact, Library Journal named him "The Xtreme Librarian" for the high level of exertion – along with some gears and stunts – he uses to get kids reading, and Instructor Magazinenamed him a Cool Teacher for redefining what it means to be a teacher-librarian.
This resource is a link to his Blog. The Blog hosts children's book trailers he has created. He explains "how" he created them.

This lesson will assess student understanding, comprehension, and knowledge of the book, The Outsiders.

Students can use the Profile Publisher to mock up or draft online social networking profiles, yearbook profiles, and newspaper or magazine profiles for themselves, other real people (including historical figures), or fictional characters. The tool could also be used for profiles of nonhuman living creatures, inanimate objects or abstract concepts (e.g., profile of an amoeba, an historical monument, or friendship).

This is an animated short that functions as both a persuasive text warning consumers about the dangers of factory-produced food and a commercial for Chipotle Mexican Grill. In the video, our central character, a scarecrow, realizes the horrors of factory produced food products and can no longer work for the food corporation. The scarecrow decides to start a new food business afresh - producing foods made from fresh, sustainable ingredients.This wordless animation requires students to infer the author's central message and purpose, find evidence to support their ideas, and discuss the role of characterization and setting in the theme. Please note: this is a primary text resource. Guidelines for implementation in the classroom can be found in the "Guidance for Teachers in Using this Resource" section.

Remix this template to upload your WISELearn Grant lesson and unit plans into WISELearn

Remix this template to upload your WISELearn Grant lesson and unit plans into WISELearn

This lesson was created to go with the book, Stealing Indians by John Smelcer. It is a book that closely aligns with what life was really like for Indian children after being sent to boarding schools against their will.

Remix this template to upload your WISELearn Grant lesson and unit plans into WISELearn