This document map is meant for teachers to use and interact with as they support students through their ELA courses. It provides links to the course Curriculum at a Glance, Grammar Scope and Sequence, Outcome Based Rubrics, and 21CC Guidebooks.
This document map is meant for teachers to use and interact with as they support students through their ELA courses. It provides links to the course Curriculum at a Glance, Grammar Scope and Sequence, Outcome Based Rubrics, and 21CC Guidebooks.
This document map is meant for teachers to use and interact with as they support students through their ELA courses. It provides links to the course Curriculum at a Glance, Grammar Scope and Sequence, Outcome Based Rubrics, and 21CC Guidebooks.
This document map is meant for teachers to use and interact with as they support students through their ELA courses. It provides links to the course Curriculum at a Glance, Grammar Scope and Sequence, Outcome Based Rubrics, and 21CC Guidebooks.
Elonin boxes (or "sound boxes") are an effective instructional strategy to build phonemic and phonological awareness in students. This guide is full of links to deepen teachers' understanding of the strategy as well as links to lesson plans, resources, templates, and articles.
All students can fully participate in science. To that end, we are sharing some of the resources, materials, and activities that we use with our students who are visually impaired.
When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum.
This is a resource list for teaching students of all ages the life skills needed to be successful within the school and after transitioning out of the school building.
This document contains links to and descriptions of resources for a variety of communication skills, social skills and basic life skills. Some resources require purchase, while others are free.
An overview of how our brains learn to read and the connection to morphology. This resource contains a short webinar outlining the background of morphology and strategies for the classroom.
These strategies help middle school students improve their critical thinking, in turn encouraging them to take the initiative in their learning.
Download this free phonemic awareness today!
Recent discussions occurring online, in journals, and at conferences are creating uncertainties about what phonological awareness instruction will be most effective with which children. This guide addresses some of these questions by using what we currently know from the scientific research, from teacher experiences, and from observations in clinical teaching environments for children who struggle with reading.
The outline of the resource includes:
Section 1. Reading Research, Instructional Practice, and Phoneme Awareness
1.1 When should reading research influence instructional practices?
1.2 What is Phonological Awareness? Why is it Important?
Section 2. The Who, When, What, and How of Teaching Phonemic Awareness
2.1 Who needs to be taught phoneme awareness?
2.2 When should phonological awareness instruction begin?
2.3 What phonemic awareness skills should be taught?
2.4 How should phonological awareness instruction begin?
2.5 How much phonological awareness time should involve phonemic awareness activities?
2.6 Is there any value in beginning phonological awareness instruction with larger units, such
as syllables?
2.7 Do onset-rime activities have a role in early phonemic awareness instruction?
2.8 What are manipulatives and how can I use them when teaching phoneme awareness?
2.9 Is it important to teach phoneme awareness with tasks like phoneme deletion and
substitution?
Using sound chains to teach phoneme awareness
Maintaining and communicating predictable routines is very important. Doing so helps students to maintain a sense of psychological safety—a sense that they can manage stress or connect with someone who can help them manage stress.
Too often, the Vietnam War is taught solely from American perspectives, as students examine the role of the U.S. government and military in the conflict, the war's impact on American lives, and the ways in which the war influenced subsequent domestic and foreign policy. Framing the conflict in terms that ignore the Vietnamese and their experiences, however, makes it difficult for students to fully understand the nature of the war and its impact. These primary source activities prompt students to consider the war through the eyes of the Vietnamese and are designed to complement topics that are traditionally covered from U.S. perspectives. The first activity uses speeches made by Ho Chi Minh to examine how one Vietnamese leader viewed Vietnam's struggle. In the second activity, oral history interviews with Vietnamese soldiers and civilians are used to understand the motivations of some individuals to take arms against American and South Vietnamese forces. Finally, the third activity draws on Vietnamese antiwar music to explore Vietnamese feelings towards war and make comparisons with the American antiwar movement.
This is a quick start guide from Microsoft to help teachers get started using teams.
Technology Equipment Request Templates
Technology Budget Application Template
Technology Inventory
John Orsulak's students work in groups using iodine to test for starch in an array of liquids. Students record and analyze data and conduct the test with their team.
Generating Ideas:
Rapid Writing
Setting the Context (What Do My Readers Want to Know?)
Adding Content (Pass It On!)
Developing and Organizing Ideas:
Webbing, Mapping and More
Supporting the Main Idea
Adding Details
Revising and Editing:
Reorganizing Ideas
Asking Questions to Revise Writing
Peer Editing
Proofreading Without Partners
Writing for a Purpose:
Using Templates:
Writing a Procedure
Writing an Information Report
Writing a Business Report
Writing an Explanation
Posters for Instruction: Writing
Generate Ideas
Organize Writing
Revise and Edit
This amazing toolbox organizes Thinking Routines into categories.
When you open a routine, go to the section for Resource Links to access an explanation/lesson on how to use this tool.
Tools or strategies are divided into these categories (a few examples are listed but there are many more):
*Core thinking routines (E.g., See, think, wonder, What makes you say that?)
*Digging Deeper Into Ideas (E.g., Outside in, Layers, Fact or fiction?)
*Introducing and exploring ideas (Lenses, Step in - step out - step back)
*Objects and systems (Creative hunt, Parts-people-interactions)
*Perspective taking (Options explosion, True for who?)
*Perspectives, controversies and Dilemmas (Tug for truth, Sticking points, 4Cs)
*Possibilities and analogies (3-2-1 bridge, Creative quesitons)
*Synthesizing and Organizing Ideas (+1 Routine, Take note, Headlines)
*With Art or Objects (Creative comparisons, Looking: 10x2, Thinking with images)
Third-grade math instruction is focused on the following areas: developing an understanding of multiplication and division and strategies for multiplication and division within 100; developing an understanding of fractions, especially unit fractions (fractions with numerator 1); developing an understanding of the structure of rectangular arrays and of area; describing and analyzing two-dimensional shapes.
The best way to ensure your students fully grasp the math concepts they'll need to successfully progress in their education is to practice as much as possible. The worksheets, puzzles, games, and other resources available here are the perfect solution for parents and teachers who want to provide their third graders with the tools they need to understand and excel in third-grade math.
Jen Saul combines think time, partner discussions, and an emphasis on students' personal strategies to build confidence through mental math. Students use and discuss the strategies of "decomposing," "splitting," and "jumps of ten."