ABC Match is a game that has students practice letter-recognition fluency while honing their memories. Students match initial letters with pictures, playing either with a timer or without.
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Podcasting can be a great way to get students, parents, and community members involved with classroom activities and information. ELL students can use podcasting as a way to demonstrate the skills they are developing as well as provide a way to reach other ELL students who may be encountering similar (difficulties).
This template was created to help plan lessons that support English Language Learners for the SPELL project.
Direct teaching of vocabulary can help improve comprehension only when taught in meaningful context. Through the use of technology, students can develop their academic vocabulary in an engaging and fun way.
This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.
This phonics program was developed to serve students with diverse educational backgrounds, with a specific focus on refugees. One of the challenges in working with refugees is that, unlike international students, they come to English classes with huge variation in educational experience. Some students may have finished high school or have a college degree, while others may not have ever picked up a pencil before. The goal of this program is to provide a bridge for those students with limited literacy skills so that they are able to move on to a more traditional beginning ESL class. There are a number of assumptions about academic skills made in most English language classrooms, even at a beginning level. As a result, teachers and students alike become frustrated when those expectations are confounded.
Students will discuss and explore the cultures that have contributed to making the United States the unique and diverse country it is today.
By writing a narrative about an animal rather than a traditional report, students can learn about literature, develop writing skills, and still fulfill science and research objectives.
Students take on the roles of different words and punctuation and work collaboratively to create a complete sentence using correct parts of speech, word order, and punctuation. Students progress from simple sentences to more complex sentences.
- Arts and Humanities
- Material Type:
- Lesson Plan
- University of North Carolina at Chapel Hill School of Education
- Provider Set:
- LEARN NC Lesson Plans
- DPI Writing Strategies
Go Away, Big Green Monster!ŰÓEd EmberleyŰŞs tale about a scary, multicolored monsterŰÓis used to help students build their reading fluency and word recognition skills. In this lesson, students chorally read the story and then point out familiar color words or sight words that appear in the story. After finishing the story, students are introduced to four different literacy center activities that include participating in a read along, building word families with story words, playing a memory game with color words from the story, and retelling story events using sentence strips. In the sessions that follow, students create their own artwork of the big green monster and use that artwork to help them write a story. Students use both self- and peer-editing to improve their writing. Completed stories are either published on the Internet or in a class book.
The Book Cover Creator is designed to allow users to type and illustrate front book covers, front and back covers, and full dust jackets. Students can use the tool to create new covers for books that they read as well as to create covers for books they write individually or as a class.
This unit is part of the Odell Education Literacy
Instruction: Developing Core Pro8ciencies
program, an integrated set of ELA units spanning
grades 6-12. Funded by USNY Regents Research
Fund, the program is comprised of a series of four
units at each grade level that provide direct
instruction on a set of literacy pro8ciencies at the
heart of the CCSS.
Unit 1: Reading Closely for Textual Details
Unit 2: Making Evidence-Based Claims
Unit 3: Researching to Deepen Understanding
Unit 4: Building Evidence-Based Arguments
The Core Pro8ciencies units have been designed
to be used in a variety of ways. They can be
taught as short stand-alone units to introduce or
develop key student pro8ciencies. Teachers can
also integrate them into larger modules that build
up to and around these pro8ciencies. Teachers
can also apply the activity sequences and unit
materials to different texts and topics. The
materials have been intentionally designed for
easy adaptation to new texts.
Unit materials available at
This unit develops students’ abilities to analyze arguments from a range of perspectives on terrorism. Students also learn to develop, write and revise their own evidence-based arguments.
Task Description: This task asks students to write an information/explanatory report demonstrating what they learned from an informational text. Students will demonstrate their understanding of the main idea of the text - not all bugs are bad - by retelling key details. This task is embedded in a unit that introduces students to informational texts as sources of information, or ŇteachersÓ that we can learn from. After spending time exploring nonfiction texts, through read alouds as well as collaborative and independent research, students will demonstrate their understanding by writing a book about what theyŐve learned from a nonfiction read aloud. The unit length is approximately 3 weeks, depending on studentsŐ incoming familiarity with nonfiction, and can be extended with enrichment activities.
Task Description: This task asks students to write an opinion on an informational text reading. Students must be able to use reasons and facts to support their opinions based on information provided in the informational text. This 2-3 week unit extends student understanding of informational texts, through having students use these texts as the basis for their writing.
Task Description: Students write an essay using key details from the text to explain why John Muir devoted his life to conservation efforts and describe the effect that his work had on preserving the beauty of nature. This task is embedded in a 2-3 week unit that uses the topic of human impact on environment as a means to teach students how to analyze and navigate informational texts. Students will write an essay at the end of the unit demonstrating their mastery of the content and their ability to make inferences within a specific text.
This packet contains pre-reading, pre-teaching vocabulary and background knowledge supports for English Language Learners for the John Muir: Conservationist on the Quarter task.
This packet provides instructional supports for students with disabilities and is for use with the John Muir: Conservationist on the Quarter task.
Common Core Task Description: This task asks students to write an informative text and use information/facts to write a report about what was learned. This 3-4 week unit leads students in an exploration of informational texts. Read alouds and structured conversations are used to guide students in the process of using an informational text as a learning tool (i.e., gathering facts from what an author has written). Students then use what they have learned from a mentor text to create their own teaching text. Extensions for continued learning around frogs are included.