While many study skills, composition and reading skills texts separate these activities into discrete skills to be learned separately, this books recognizes that these skills are interconnected. A student who struggles with the reading will have a hard time writing about it or discussing it. A student who has inadequate strategies for listening to lectures will struggle to see the connections between the lecture and the reading. Therefore, this book moves away from the “skills and drills” texts that are so common in reading and writing textbooks. Instead, this book features process and provides opportunities for students (and instructors) to think about the best ways to approach academic tasks. For example, a “skills and drills” oriented book might teach students how to take Cornell Notes and use graphic organizers, but it does not provide any information for students that would allow them to decide when it would be best to choose one note taking method over the other. This book’s main focus is helping students develop that sort of judgement.

Students learn the linguistic strategies Achebe uses to convey the Igbo and British missionary cultures presented in the novel and how the text combines European linguistic and literary forms with African oral traditions.

This lesson plan is to be used for a reading lesson.  The students will choose a fiction story and get it approved by the teacher.  Then they will take notes as they read to compare and contrast either characters, settings, or events in the story.  After finishing the book, the students will create a venn diagram in Pages on Ipad and submit that to the teacher.  The students needs to have three facts for each contrast and comparison.

Looks at the development of reading motivation, engagement, and achievement by comparing struggling and advanced readers in each of these elements.

This website provides an overview of principles of effective vocabulary instruction as well as ideas for vocabulary study geared specifically towards supporting English language learners.

Children will learn how to correctly hold a book, notice the spacing between words, tie illustrations to text, and track the words with a finger. Children will demonstrate that reading is done left to right, top to bottom, and front to back.

This lesson plan is the fourth in the "Incredible Bridges: Poets Creating Community" series.It provides a video of the poet, Edward Hirsch, offering a little backstory, then reading the poem "Cotton Candy." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.

Heavily influenced by social and scientific theories, including those of Darwin, writers of naturalism described"”usually from a detached or journalistic perspective"”the influence of society and surroundings on the development of the individual. In the following lesson plan, students will learn the key characteristics that comprise American literary naturalism as they explore London's "To Build a Fire" and Crane's "The Open Boat."

This lesson plan asks students to create a new, original film or podcast that is based on a specific element from a text (either a film, written text, or podcast). Students will analyze their chosen text, focusing specifically on character, theme, narrative style, use of sound, or setting analysis. This project will be taught asynchronously over the course of 5-6 class periods. 

This book includes a comprehensive look at sociolinguistic aspects of the English language, such as historical, cultural, and environmental influences.

This page from the American Psychological Association contains explanations and descriptions of adolescent development in a number of areas, such as social development, emotional development, and physical development. The information, while technical, is applicable and useful to teachers.

The author presents detailed lessons for engaging students in contrastive analysis and exploring code-switching in words by Zora Neale Hurston, Lorraine Hansberry, Harper Lee, and others.

This is a brief summary of the difference between content area reading and disciplinary literacy.

Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?

(Thumbnail is a screenshot of the OER Commons lesson page, taken 7/26/2022 by Christina Nelson.)

This is a lesson plan template created to engage young readers and encourage students to read fluently. Produced for 1st grade students, in a face-to-face setting. It can be completed in two 30 minute chuncks in one day, or across two days. The purpose of this lesson is to build a greater love for reading in each student. Reading with expression can aid in reading fluency and comprehension. You will be using dance along videos and engaging songs to introduce fluency. Students will create individual projects and be provided with opportunities to work with a partner to assess their learning. Instructions to incude diverse learners are included in section 1, 4, 5 and 6. 

Students examine the divided nature of Raskolnikov's character and personality. Then they uncover the divided natures of other characters"”a fact that becomes increasingly evident as the novel progresses to go beyond character analysis to comprehend Dostoyevsky's underlying themes. What does the novel imply about human nature? Dostoevsky clearly perceived that people are neither simple nor easily classified; they are often torn in opposite directions by forces both inside of and outside of themselves, sometimes with catastrophic results.

In this activity, students will record a list of things they already know about hummingbirds and a list of things they would like to learn about hummingbirds. Then they will conduct research to find answers to their questions. Using their new knowledge, each student will make a hummingbird out of art supplies. Finally, using their hummingbirds as props, the students will play charades to test each other in their knowledge of the ruby-throated hummingbirds. The purpose of this activity is to provide students with information on ruby-throated hummingbirds, provide students with the opportunity to conduct research on hummingbirds in topic areas that interest them, and to provide students with opportunities to share their knowledge with other students. By completing this activity, students will gain knowledge about ruby-throated hummingbirds. They will also gain experience researching a topic of their choosing related to hummingbirds and communicating those results in several different formats.

Emily Dickinson's poetry often reveals a child-like fascination with the natural world. She writes perceptively of butterflies, birds, and bats and uses lucid metaphors to describe the sky and the sea.

Practice working with elementary documents by comparing accounts of the Chicago Fire and testing the credibility of a Civil War diary.

This lesson plan is the third in the "Incredible Bridges: Poets Creating Community" series. It provides a video of the United State Poet Laureate, Juan Felipe Herrera, reading the poem "Every Day We Get More Illegal" and a companion lesson with a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.