Albemarle County Public Schools - OER

This draft group will serve as the hub for OER training for ACPS teacher leaders in math (middle grades) and ELA (secondary grades).
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All resources in Albemarle County Public Schools - OER

Lessons about Making Predictions with Informational Text

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Making predictions is a skill readers need for comprehending fiction and nonfiction. Three lessons are identified here to give young readers opportunities to make predictions about nonfiction text found in print or on web pages. The lessons are aligned with the national standards for English language arts. The article appears in the free, online magazine that focuses on the seven essential principles of climate literacy.

Material Type: Activity/Lab, Lesson Plan, Reading, Teaching/Learning Strategy

Authors: Jessica Fries-Gaither, National Science Foundation

Lessons about Asking, Answering Questions

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Using the web-based lessons highlighted in this article, students learn how to pose questions before, during, and after reading nonfiction, fiction, and diagrams. This reading comprehension strategy is included in the literacy column of the magazine Beyond Weather and the Water Cycle, a free, online publication for K-5 teachers.

Material Type: Lesson Plan, Teaching/Learning Strategy

Authors: Jessica Fries-Gaither, National Science Foundation

Support for Selecting an Anchor Text

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When designing a text-based lesson, educators must consider many factors that will impact the success of the lesson. One of the most important factors is choosing an appropriate anchor text. An anchor text is the main text that all learning stems from during the lesson or unit. This module will support educators as they explore questions that help them analyze a proposed text.

Material Type: Module

Author: Joanna Schimizzi

Flows of Reading: Engaging With Texts

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While common usage of the word, text, often refers to written or printed matter, literary and cultural theory extends the term to refer to any coherent set of symbols that transmit meaning to those who know how to read them. In an age where ideas may take many forms and be expressed across different media, texts and reading take on new implications.One goal of the Flows of Reading project is to inspire teachers and students to reflect on what can be considered as reading and what kinds of reading they perform in their everyday lives. Flows of Reading introduces an expanded concept of the term, text, and models a new type of readerĺ䁥ŕone who reads across different media and who understands reading as an activity of sharing, deconstructing, and making meaning.We have created a rich environment designed to encourage close critical engagement not only with Moby-Dick but a range of other texts, including the childrenĺ䁥_s picture book, Flotsam; Harry Potter; Hunger Games; and Lord of the Rings. We want to demonstrate that the bookĺ䁥_s approach can be applied to many different kinds of texts and may revitalize how we teach a diversity of forms of human expression.

Material Type: Reading, Teaching/Learning Strategy

Authors: Erin Reilly, Henry Jenkins, Ritesh Mehta

Frederick Douglass Papers, 1841-1964

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The Frederick Douglass Papers at the Library of Congress presents the papers of the nineteenth-century African-American abolitionist who escaped from slavery and then risked his own freedom by becoming an outspoken antislavery lecturer, writer, and publisher. The papers span the years 1841 to 1964, with the bulk of the material from 1862 to 1895. The printed Speech, Article, and Book Series contains the writings of Douglass and contemporaries in the abolitionist and early women's rights movements.The Subject File Series reveals Douglass's interest in diverse subjects such as politics, emancipation, racial prejudice, women's suffrage, and prison reform. Scrapbooks document Douglass's role as minister to Haiti and the controversy surrounding his interracial second marriage.

Material Type: Diagram/Illustration, Primary Source, Reading

From Courage to Freedom: Frederick Douglass's 1845 Autobiography

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In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. As the title suggests, Douglass wished not only to highlight the irony that a land founded on freedom would permit slavery to exist within its midst, but also to establish that he, an American slave with no formal education, was the sole author of the work.

Material Type: Lesson Plan, Unit of Study

Narrative of the Life of Frederick Douglass Unit

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Throughout this unit on Narrative of the Life of Frederick Douglass, students practice the same six skills with greater scaffolding and modeling at the beginning, and more independence toward the middle and end. The tasks include: 1. writing to an essential question to access background knowledge; 2. using context clues and root words to determine word meaning; 3. close reading with the aid of a glossary; 4. taking notes one of two graphic organizers (sequence of events and/or empathy map); 5. re-reading to answer text dependent questions; and 6. summarizing the chapter.

Material Type: Lesson Plan

The Frederick Douglass Papers at the Library of Congress

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This site presents the papers of the 19th-century African-American abolitionist who escaped from slavery and then risked his own freedom by becoming an outspoken antislavery lecturer, writer, and publisher. The first release of the Douglass Papers contains 2,000 items (16,000 images) that span the years 1841 to 1964 and relate to Douglass's life as an escaped slave, abolitionist, editor, orator, and public servant.

Material Type: Activity/Lab, Reading

Close Reading Exemplar: Narrative of the Life of Frederick Douglass, an American Slave (Grade 8)

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This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. This exemplar features the following: readings tasks in which students are asked to read and reread passages and respond to a series of text dependent questions; vocabulary and syntax tasks which linger over noteworthy or challenging words and phrases; discussion tasks in which students are prompted to use text evidence and refine their thinking; and writing tasks that assess student understanding of the text. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students.

Material Type: Activity/Lab, Assessment, Lesson Plan, Reading, Teaching/Learning Strategy

From Slavery to Freedom, 1824-1909

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This site presents nearly 400 pamphlets written by African-Americans and others about slavery, emancipation, African colonization, Reconstruction, and related topics. Materials range from personal accounts and to reports and legislative speeches. Authors include Frederick Douglass, Charles Sumner, Mary Church Terrell, Booker T. Washington, and others.

Material Type: Reading

Slave Narratives: A Genre Study

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In this lesson, students will read selected excerpts from slave narratives, determining common characteristics of the genre. Students will then write their own slave narratives as a slave from their region of North Carolina, researching for historical accuracy and incorporating elements of the slave narrative genre to demonstrate understanding.

Material Type: Lesson Plan

"I Hope to Fall With My Face to the Foe": Lewis Douglass Describes the Battle of Fort Wagner, 1863

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Lewis Douglass was a son of Frederick Douglass and a sergeant in the Union army's Fifty-fourth Massachusetts Infantry. The Fifty-fourth, led by its white colonel, Robert Gould Shaw, scion of a prominent Boston family, was an elite black regiment. On July 18, 1863, the Fifty-fourth mounted a brave but hopeless attack against Fort Wagner, which guarded Charleston Harbor. Shaw and almost half the regiment were killed. African Americans had already proven themselves in Civil War battles, but the battle at Fort Wagner turned the public's attention to the heroism of black soldiers. In this letter to the woman he later married, Douglass, still unaware of the dimensions of his regiment's losses, described the battle.

Material Type: Primary Source, Reading

Author: Center for History and New Media/American Social History Project

Cross-Curricular Lesson Template - Building Textual Evidence

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Building textual evidence through close reading of texts is a core proficiency addressed by the Common Core State Standards. This template is intended to support two or more educators in working collaboratively to create a cross-curricular lesson that supports students in honing their close reading skills, making inferences from texts, and constructing logical, evidence-based arguments. The toolkit was written for collaborative teams of ELA, Math and Social Studies or Science teachers, but can be used by other subject area configurations as well. The toolkit was developed by ISKME in collaboration with educators from 8 different states, who possessed varied subject area expertise.

Material Type: Lesson Plan

Author: Cynthia Jimes