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.

The National Center on Accessible Instructional Materials and PACER Center are pleased to announce the release of our new video explaining Accessible Instruc...

This resource is useful for students who can visit rare books in special collections libraries. Teachers and students of book history, literature, and art history might find this resource useful.

The questions provide guidance and reflection as educators choose anchor texts for collaboration.

This course will acquaint the student with some of the ancient Greek contributions to the Western philosophical and scientific tradition. We will examine a broad range of central philosophical themes concerning: nature, law, justice, knowledge, virtue, happiness, and death. There will be a strong emphasis on analyses of arguments found in the texts.

This article includes links to expository text for students in grades K-1, 2-3, and 4-5 about the climate differences between the Arctic and Antarctica.

This article includes links to expository text for students in grades K-1, 2-3, and 4-5 about the aurora.

Learners examine the basic types of dimensioning including unidirectional and aligned systems, and linear, aligned, angled, arrowless, chain, datum, chart, tabular, radius, diameter, typical, and reference dimensions.

This article provides links to six web sites that provide an overview of cause/effect relationships, graphic organizers, and teaching strategies for elementary teachers.

This nonfiction article, written for students in grades 4-5, explores the life and seasonal migration of the sanderling bird. Modified versions are available for students in younger grades.

This class introduces studies in the algorithmic manipulation of type as word, symbol, and form. Problems covered will include semantic filtering, inherently unstable letterforms, and spoken letters. The history and traditions of typography, and their entry into the digital age, will be studied. Weekly assignments using Java® will explore new ways of looking at and manipulating type.

This expository article for elementary students describes the dinosaurs that lived in polar regions as well as the adaptations that helped them survive in the dark and cold environment. Modified versions for younger grades are available.

ACADEMIC READING BADGE
Article Annotation Assignment

¡Encuentra el propósito del autor de un texto y crea una obra de arte!

La maga Magdalena y su compañero, Marvin, están compartiendo los secretos de su maravilloso espectáculo de magia! Usando su método de “parar y apuntar”, revelan cómo encontrar el propósito del autor de un texto. ¡Luego te muestran cómo transformar el propósito de ese autor en una obra de arte gloriosa!

Objetivo de Aprendizaje: Explicar el propósito y el mensaje del autor dentro de un texto.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this short unit, students will spend three lessons exploring the importance of themes and main ideas in fiction and informational texts.  Now would be a good time to have them take an assessment of their reading and writing skills. They'll explore theme through O. Henry's classic short story  "The Gift of the Magi" and consider how this piece compares to the main idea in the article "The Proven Power of Giving, Not Getting."

In this lesson, students will read a famous short story by the author O. Henry and consider how gift giving affects both the giver and the receiver. They’ll learn about aphorisms and create their own bumper sticker.

One of the most important lessons a student can learn in their English Language Arts class is how to critically think and communicate those ideas. As teachers, we strive to implement these two fundamental lessons within every class we teach. Essay writing, although a pain to many of our students, will help prepare our students for the world ahead of them. Our students will be expected to critically think through situations that they arise during the course of the lives and will most certainly be expected to respond. Though our students may not engross themselves into the depths of literature after they graduate, it is still just as important to instill a sense of literacy, education, culture, and critically responsive thoughts.

There has been much discussion in recent years, on this campus and elsewhere, about the death of the book. Digitization and various forms of electronic media, some critics say, are rendering the printed text as obsolete as the writing quill. In this subject, we will examine the claims for and against the demise of the book, but we will also supplement these arguments with an historical perspective they lack: we will examine texts, printing technologies, and reading communities from roughly 1450 to the present. We will begin with the theoretical and historical overviews of Walter Ong and Elizabeth Eisenstein, after which we will study specific cases such as English chapbooks, Inkan knotted and dyed strings, late nineteenth-century recording devices, and newspapers online today. We will also visit a rare book library and make a poster on a hand-set printing press.

This article describes how to help students engage with nonfiction text by asking questions, identifying facts, making connections, and reflecting on the text. A template for use with students is included.