In this lesson students will listen and match sounds ... either rhyming sounds, beginning sounds, ending sounds or vowel sounds.
While reading the story "Seven Fat Cats", students will listen and match the sounds (rhyming, beginning, ending, and vowel.)
Access three e-lessons that go in line with curriculum for prepatory school (middle school) English standards
The focus of this lesson is to provide an opportunity for children to develop oral language skills and to record their oral language to share with others.
2nd Grade Writing Training Anchor Chart CKLA
The 3-5 Sample Schedules are sample schedules that outline advantages and considerations to give leaders ideas about how to incorporate EL Education's 3-5 Language Arts Curriculum (2 hours daily for Grades 3-5) into a school schedule. This document shows options for school days with 7, 6.5, and 6 hours of daily instruction.
K 3 Before Me Anchor Chart CKLA
Ms. DiMaggio's 4th graders explore the essential but complex concepts of revolution, reaction, and reform. They begin with what she calls a "Quick Write" in which students independently write about anything they know about the three given words. Students then discuss what they've written in small groups. Next, students rotate around the room in teams to analyze photos of historical events responding in writing with ŇI see. . . I think. . . I wonder. . .. Ms. DiMaggio was careful in selecting a wide variety of photos to post given the complexity of these concepts and to address possible misconceptions or limits to understanding. For example, some students initially focused on the word ŇrevolutionÓ being related to war or the 1800's. When they analyzed a photo of technology, they quickly realized a broader definition of "revolution".
3rd Grade Writing Training Anchor CKLA
This workbook is used for library instruction for first year English courses. The model blends online tutorials, learning activies, and drop-in workshops. The learning objectives are detailed in the workbook.
In fifth grade unit 5, Reading Historical Fiction Book Clubs, students will be organized into reading clubs consisting of 3-5 students of similar reading levels as they read historical fiction text set made up of related historical fiction, informational text and primary sources (photographs, letters, posters etc.) How do readers read, analyze and interpret historical fiction text? to understand their historical fiction and the time period connected to the text.
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Kinder 5 Senses Anchor Chart CKLA
These lists for grades 6-8 provide optional texts for students to read on their own to learn more about the module topic. Each grade level document includes texts for all the modules of that grade.
This document is still relevant to support the implementation of the Grades 6-8 ELA curriculum published in 2012.
V is for vocabulary. A content area unit provides the theme for a specialized ABC book, as students select, research, define, and illustrate a word for each alphabet letter.
Series of videos for elementary students on ABC Song | Letter A to Z songs | Story of alphabets by eLearnin
ABLE Interactive Tutorials are designed to make training from supplemental service providers available to all practitioners anytime, anywhere in an engaging way. Each tutorial is a short, specific tutorial. Using DOK 2 & 3 questions, practitioners are able to engage with the content and reflect on their own instruction while they earn CEUs.
ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.
ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.
ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.
ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.
ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.
Adapting the song "A-Hunting We Will Go," students put a "whale" in a "pail" and even "take a little "bear" and hug it if we "dare"."
Students read the book Sir Cumference and the Great Knight of Angleland by Cindy Neuschwander in Storia from INFOhio. Students will explore the geometry terms and practice using basic geometry skills described in the text.AssessmentStoria includes reports on the length of time that students spend reading, highlighting, note taking and an eBook quiz at the end. It also includes a messaging feature you can use to provide students with expectations and feedback. For a more extensive assignment such as creating a maze, use a rubric to create an accurate snapshot of student proficiency. Use this link Assessment and Rubrics to develop a rubric for your students.
The standard citation style guide book for the fields of business, education, health science, public service, and social science is the Publication Manual of the American Psychological Association, 6th edition, 2010. The American Psychological Association (APA) publishes the manual. We commonly refer to it as "the APA Manual".
The business, education, health science, public service, and social science departments at IRSC recommend APA format for papers written in these fields.
Two types of citations are included in most research papers: citations within the text of the document and a list of reference citations at the end of the paper.
In-Text Citations:
The APA Manual uses the author-date citation system for in-text citations.
Reference Citations:
The sources you use in your work are included as a separate list at the end of the paper. The APA Manual suggests using the title, References, for the list.
How do the Common Core English language arts standards differ from their predecessors? What do they emphasize? What are logical focus points for early implementation? The English and language arts standards depart radically from their predecessors with their insistence on text complexity and close reading skills.
This session, presented by David Liben from Student Achievement Partners, offered a look at various aspects of text complexity: how it is defined by the standards, as well as a range of measurement tools—including some newly developed and tested by the Race to the Text project—and how to use the tools for professional development. The focus on text complexity, close reading, and informational text has clear education implications as well. The presenter will examine some strategic focus areas for literacy instruction and explore ideas for bringing all constituencies to a fuller understanding of the Common Core standards and the features that make text complex.
Students increase their understanding of alphabet books by participating in a variety of reading and writing activities.
This packet includes letter formation and beginning sound practice. The pictures are easy to understand and common words used in the English language.
This writer’s reference condenses and covers everything a beginning writing student needs to successfully compose college-level work, including the basics of composition, grammar, and research. It is broken down into easy-to-tackle sections, while not overloading students with more information than they need. Great for any beginning writing students or as reference for advanced students!
"The Tragedy of Hamlet" is, first and foremost, a text to be performed. William Shakespeare intended for the text to be seen in performance, not read, and all of the early texts have no reliable connection to Shakespeare's editorial authority.
In light of this, from the very earliest printings, editors have chosen to edit the play's text for particular purposes: to make a quick buck, to memorialize a recently deceased friend, to conform to a time period's unique aesthetic, or to attempt to reconstitute what Shakespeare might have intended in an ideal version of the play.
This particular edition is focused on the student who wants to read the play quickly. The edition is unabashedly abridged. "The Tragedy of Hamlet" is a long play, and, in a time of increasingly compressed curricula, a maximal edition can often take a long time to get through in class. Nearly all performances of the play, both on stage and screen, feel empowered to reduce the size of the play. The Zeffirelli film cuts the play's text by half. Moreover, if we use"Romeo and Juliet"s prologue as a guide that most of Shakespeare's plays were approximately two hours in length, then that suggests that "Hamlet," which can easily reach four-hour run-times in a "full-text" version, can be cut in half and still be coherent.
Therefore, this is a performative textual edition. It cuts the text by 50% but doesn't dumb down Shakespeare's language by modernizing spelling or altering the syntax. In particular, this edition has removed the Fortinbras subplot. Teachers and students should be aware that this removes a significant political theme in the play. It also removes a Hamlet soliloquy and a key foil for Hamlet's character.
This edition is based on the 1860 Globe edition because of its free availability. Later editions (both full-text and abridged) might eventually be offered that are based on a critical conflation of early texts in order to arrive at an ideal authorial-intent text.
Importantly, this edition has the advantage of including textual annotations to help the student understand difficult vocabulary, syntax, and cultural allusions. In this last regard, the edition attempts to be more useful than other online texts of the play that might be freely available but lack helpful guidance for the reader.
Other contextual material are provided to help the student understand early appreciations of the play.
Academic/Business English is designed as a practical course to develop an authentic understanding of how to use concepts of writing and discourse to communicate in the workforce. Students will have the ability to express their thoughts, feelings, and opinions in using real-life situations and learning scenarios. All new concepts will be introduced in context while incorporating various writing, speaking and listening activities.
This is a place for Chinese students who are studying or will study IELTS for further study in countries which require to take IELTS as language assessment except UK, to better learn academic IELTS writing.
The purpose of this open course aims to help students to effectively and efficiently learn writing line graph. There will be more open courses shared soon with you.
The videos in this course are provided by British Council and IELTS-Simon.com; slides by Shuyuan Wang; images by the providers under the license of creative commons.
Please feel free to download them.
Hope you have a enjoyable learning journey!
This is a collection of interactive Google Forms to complement a series of instructional videos by Shaun Macleod and Mark Roberts of SmrtEnglish. Each exercise includes a short video along with original, self-grading comprehension questions and analysis of contextual grammar examples designed for upper-level writing students of English for Speakers of Other Languages (ESOL). When you click on a link below, you will be prompted to save a copy of the form to your own Google Drive. This allows you to edit the form as you wish and ensures that the data you collect from your students go to your computer. If you have questions or feedback, please feel free to contact me at timothy.krause@pcc.edu.
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In this lesson students use a structured format (an adaptation of Think-Pair-Share) to discuss and deconstruct complex text. The new core standards emphasize the importance of developing students' speaking and listening skills as well as helping them access complex text through reading, re-reading, re-thinking, and re-examining.The purpose of this lesson is to get the students to focus and stay on topic while they talk. As a result, students are required to think more extensively about a topic by repeatedly reading and discussing with others.
This lesson employs direct instruction and small-group discussion to help students learn new vocabulary skills while reading Patricia Polacco's "Pink and Say".
This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.
Students create acrostic poems using their names and the names of things that are important to them.
Creating an illustrated alphabet book of action words, from "attack" to "zap", reinforces the definition of verbs as it stretches and expands students' vocabulary.