What can afterschool programs offer that the regular school day can't? To build literacy skills and school achievement, think outside the classroom.
Learn about assistive technology tools - from audiobooks to variable-speed tape recorders - that help students with reading.
The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read.
Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.
Literacy practices interviews are informal assessments that elicit information on students' reading and writing activities, including their free-time reading habits, their access to books, and their attitudes toward reading and writing. Use the interviews in one-on-one or small, focus group-like settings.
The developmental nature of reading means that diagnosing the reading comprehension ability of adolescents is more challenging than diagnosing reading comprehension among third graders. In particular, assessments should not only capture the increased sophistication of the reading task in the middle and high school years, but should also capture the specialization of the many tasks that comprise reading comprehension for older readers. Educators must think carefully not only about what the assessments they use consider "grade-level" text, but also how those assessments capture or fail to capture the processes involved in reading in different content-area classes.
Bring PBS' American Portrait, a national storytelling project, into your classroom this school-year! Through the use of weekly prompts, and exemplar submissions from across the nation, you and your students will be able to partake in a series of classroom discussions and journaling activities, that will aid in fostering a strong classroom community. [5:25]
Bring PBS' American Portrait, a national storytelling project, into your classroom this school-year! Through the use of weekly prompts, and exemplar submissions from across the nation, you and your students will be able to partake in a series of classroom discussions and journaling activities, that will aid in fostering a strong classroom community.
Bring PBS' American Portrait, a national storytelling project, into your classroom this school-year! Through the use of weekly prompts, and exemplar submissions from across the nation, you and your students will be able to partake in a series of classroom discussions and journaling activities, that will aid in fostering a strong classroom community.
Bring PBS' American Portrait, a national storytelling project, into your classroom this school-year! Through the use of weekly prompts, and exemplar submissions from across the nation, you and your students will be able to partake in a series of classroom discussions and journaling activities, that will aid in fostering a strong classroom community.
In this lesson Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.
What are the benefits and drawbacks of online tracking? Many of us are aware that we're being tracked when we go online. It's one of the ways our favorite websites and apps know how to recommend content just for us. But how much information are companies actually collecting? And what are they doing with it? Digging into the details can help us make smart decisions about our online privacy and how to protect it. Approximately 50 mins.
LESSON OBJECTIVES: Define online tracking and describe how companies use it. Identify the benefits and drawbacks of online tracking to both companies and users. Analyze specific examples of online tracking and take a position for or against them.
Are we addicted to our devices, and, if so, are companies to blame? The word "addiction" packs a heavy punch, and the research is inconclusive on whether it's truly accurate when it comes to digital device use. What's certain, however, is that as people use devices and apps more, profits increase for the companies who make them. Help your students recognize how most of the technology they use is designed to keep them hooked, and help them use this as an opportunity to find more balance in their digital lives. Approximately 60 mins.
LESSON OBJECTIVES: Analyze and draw conclusions about a series of photos depicting device use. Use online resources to track arguments for and against whether we are addicted to our devices. Complete a short writing assignment analyzing one or more aspects related to the device addiction debate.
How can we challenge our own confirmation bias? Our brains are great at using past experiences to make quick decisions on the fly, but these shortcuts can also lead to bias. "Confirmation bias" is our brain's tendency to seek out information that confirms things we already think we know. Help your students learn to recognize this when they encounter news online, as a way to examine competing opinions and ideas and to avoid drawing questionable conclusions. Approximately 45 mins.
LESSON OBJECTIVES: Define confirmation bias and identify why it occurs. Explore examples of confirmation bias, particularly related to news and online information. Identify strategies for challenging their own confirmation biases.
How can you tell when an online relationship is risky? Having conversations online, without nonverbal cues or being able to see people, can be awkward and sometimes even risky -- with drawbacks from simple misunderstandings to manipulation or inappropriate messages. Help students navigate and avoid these situations before they go too far. Approximately 45 mins.
LESSON OBJECTIVES: Identify the types of messages that might cause a red flag feeling for someone. Use the Feelings & Options thinking routine to analyze and respond to a situation involving a red flag feeling.
A clear guide to understanding the audience for your writing, this site leads you through steps to help you identify your audience, then structure your writing to meet that audience's needs and expectations. Use links on the right. W.9-10.4 Write/Aud/purp. W.11-12.4 Clear/Coherent Writing; CCSS.ELA-Literacy.WHST.6-8.5 Develop and strengthen writing
This modular ELA collection for grades 6–12 invites students to explore the complexity of identity and develop a sense of agency as they reflect on what it means to grow up in the world today.
The collection includes:
- Back to School Toolkit
- Introductory lesson
- Multi-genre text sets
- Unit Guide for teaching Jacqueline Woodson’s Brown Girl Dreaming
- Unit Planning Guide for developing a unit on a book of your choice
- Book Club Guide
- Whole School Read Planning Guide
The resources in this collection help you diversify the range of stories that students read and combine reading, writing, listening, and speaking skills with ethical and empathic reflection.
How can we counter online hate speech and xenophobia? As humans, we thrive on social connections and group associations. But this tendency can also lead us to be suspicious of people outside our group. This fear -- xenophobia -- can be overcome by more exposure to people who are different from us. However, the internet can often make this more difficult. Help students recognize this challenge and find strategies for navigating content online. Approximately 50 mins.
LESSON OBJECTIVES: Describe the relationship between hate speech and xenophobia. Analyze how the internet has contributed to an increase in hate speech and extremist views. Describe one way to use the internet to combat one type of hate speech.
How can I create a social media presence that represents the real me? Social media gives us a chance to choose how we present ourselves to the world. We can snap and share a pic in the moment or carefully stage photos and select only the ones we think are best. When students reflect on these choices, they can better understand the self they are presenting and the self they aim to be. Approximately 50 mins.
LESSON OBJECTIVES: Describe how their curated self may or may not represent their real self. Analyze the benefits and drawbacks of representing different parts of their real self online. Create an avatar that represents both their real and curated selves.
If you are a teacher OR a student looking for a well-informed website on elements of the writing process, you are in luck! This site from the Capital Community College is very comprehensive and easy-to-navigate. From grammar basics to types of essays, you'll find all you need here.