Wundervölker, Monstrosität und Hässlichkeit im Mittelalter (German Edition)

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Free download. Book file PDF easily for everyone and every device. You can download and read online Common Core Aligned Teaching Tips for English Learners: 3rd-5th Writing file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Common Core Aligned Teaching Tips for English Learners: 3rd-5th Writing book. Happy reading Common Core Aligned Teaching Tips for English Learners: 3rd-5th Writing Bookeveryone. Download file Free Book PDF Common Core Aligned Teaching Tips for English Learners: 3rd-5th Writing at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Common Core Aligned Teaching Tips for English Learners: 3rd-5th Writing Pocket Guide.

I see the Opinion Writing lessons include standard RI5. You can definitely mix things up to fit your needs. The reason the informational standards are being taught in reading at the same time as the opinion unit is because there are way too many informational standards. I start the informational standards in the middle of the opinion writing and this helps add in facts and details into our opinion writing and more importantly exposes them to a variety of informational texts to refer to when we start our informational writing.

I hope this answers your question. As a 25 year veteran returning to the classroom after a 2 year admin stint and a 15 year district literacy coaching position, your work is just what I needed to get my wheels spinning in the right direction. Thank you for sharing it and in a bit of a way, collaborating with me from a distance. I hope your parents know how lucky they are to have you; let alone your students. It reads very much like you teach and may even give you some new ideas.

I also love your tpt products. Thank you!

Strategies to Support Learners Who Are Below Grade Level

Do you happen to have a pacing guide for 4th grade? For ELA? Thank you, Christin.

The pacing I share for 5th has been used and tweaked for the past four years. Thanks for asking though! Your website is awesome! I just love all your products. I recently move to 5th grade ELA, and your materials will help me a lot. I also love how you explain everything on your website. I will be purchasing many of your products. You are phenomenal! I recently moved to 5th grade ELA, and your materials will help me a lot. You are an angel sent from above! Thank you for this guide and the examples of setting up seed brainstorming journals for writing narrative, persuasive, etc.

You and your blog are simply awesome! I am just amazed and jealous at how well organized and well planned your whole year is. I want to be that way. I value your opinion and am desperate for some ideas. Hi Holly, thank you so much! And I actually did teach middle school for a year. I taught a literacy intervention class so I only had struggling readers and it was only 50 minutes. I structured my 50 minutes like this:. Then I taught the focus reading skills and writing skills whole group Monday and Tuesday for the remainder of the time.

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I pretty much also integrated the writing into reading. Wednesday, Thursday and Friday was the same for language instruction but I did literacy rotations for the other 40 minutes, typically two rotations a day. My rotations were usually: computer google classroom or our reading intervention program , reading skill practice sometimes a review and sometimes the new skills if they were ready to practice. Do you have a list of mentor texts you use for 5th grade? Love your site, so helpful for my transition to a new grade. Thank you. I love your pacing guide!

Thank you so much for posting. I was wondering if you taught spelling to your 5th grade class? Thank you so much for sharing your resource. It is a HUGE blessing. It is always easier to build and tweak something than start from scratch.

3 Basic Tips for your Demo class - ESL Teaching tips - Teaching English

Thanks so much for sharing your work! I am looking forward to using many of your resources next school year! I really like this idea and am planning to implement it in my new classroom this year. Thanks for this awesome resource. I have been teaching fifth grade for the past 6 years, but it is always nice to have an idea of what others are doing.

Just out of curiosity, how much time do you have each day to lend to ELA?

Reading Centers for Upper Elementary

When you mention your 30 minute minilesson and 60 minutes of small group time is that only for reading? Do you teach language arts and writing at another time? I only ask because I am departmentalized and responsible for teaching both sections of fifth grade the ELA curriculum at my school. As you can imagine, I often struggle trying to fit it all in, so I was just curious what your schedule reflected.

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Reading Centers for Upper Elementary

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Scroll back to top. Get tips for using these tools in the classroom See related resources. Cheat Sheet: Getting the Most out of Video. Related Top Picks. Shell has always felt successful at teaching her classes but this year has been different. Her sections include students with more diverse backgrounds than previous years, particularly more English learners. As Mrs. Shell was beginning to feel frustrated with her inability to reach all her students because of their needs, she learned about one way to make her content more comprehensible to all her students — creating and posting objectives that tell the students not just what content concepts they will learn in each lesson, but also the academic language they will need to learn and use to meet the state's math standards.

With this knowledge, Mrs. Shell is now confident that she not only knows what to teach, but also how to teach it so that all her students can be successful. While these teachers want to provide effective instruction for their ELs, often they don't see themselves as language teachers and so they aren't sure where to begin with their students.

These teachers aren't alone, however, and they are facing a challenge shared by teachers across the country. In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts Goldenberg, Yet while the explicit instructional support that ESL and bilingual teachers provide is essential to English learners' academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development.

The question becomes then: What do general education classroom teachers need to do in order to support the academic English development of language learners, especially when English learners are one of many types of students they serve? One principle that teachers of English learners can begin to apply immediately is creating and posting language objectives for their lessons. Many teachers are familiar with using content objectives to identify what students will learn and be able to do in the lesson.

However, they are less likely to include language objectives that support the linguistic development of their students. Implementing language objectives can be a powerful first step in ensuring that English learners have equal access to the curriculum even though they may not be fully proficient in the language. Language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. These objectives involve the four language skills speaking, listening, reading, and writing , but they can also include:.

Below are examples of language objectives for different content areas and grade levels. Cindy Lundgren discusses the process of writing language objectives in this excerpt from her Meet the Expert interview. Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives.

This identification of the academic language embedded in the lesson's content will become the basis for the lesson's language objectives.

You can use the following guidelines to start thinking about appropriate language objectives for the lesson:. Developing appropriate language objectives for lessons involves becoming familiar with a state's content area and ELP standards. Whereas the content standards will provide the topic of the lesson and what exactly the students should be doing with that topic e.

These ELP standards can help to identify:. The MPIs outline what an English learner at a specific level of English language proficiency can do in a language domain e. Classroom texts and other materials e. To demonstrate how teachers can begin to explore identifying academic language in a lesson, let's look at how one teacher, Mr. Zhang, approaches this task. Zhang's 7th grade science students have been working on the cell cycle.

Kindergarten English/Language Arts Lesson Plans

The content standards for 7th grade science indicate that students must be able to investigate and understand that all living things are composed of cells, with a key concept being cell division. The content objective for this lesson asks the students to compare and contrast the cycle of a normal cell with a cancer cell. Because the students have already focused on the new vocabulary and grammar structures in this unit, Mr. Zhang and Mr. Lewis, the ELL teacher, decide that addressing the language functions required to complete tasks should be their next linguistic goal for the students.

From there, Mr. Lewis brainstorm some scientific language related to the cell cycle that might need to be directly taught in order for the students to master the content and ELP standards:. Once Mr. Lewis have identified the language objectives they want to focus on, they must look at the state's grades ELP standards. Given these ELP standards and the content objective, they decide that the best use of class time is to highlight oral language development and thus create the following the language objective:.

Students will be able to orally explain the differences and similarities between normal and cancer cell cycles. In creating measureable and student-friendly language objectives that support the content objectives, it is important that learner tasks in the lesson are aligned with the objectives. It is not enough to have well-written objectives that promote language acquisition if the lesson is lacking in tasks that support the objectives. If the language objective for a middle school social studies lesson is for the students to orally retell the key characteristics in a historical event using sequential language, it is important that the teacher previews sequential language with the students, such as providing sentence stems or frames, and builds into the lesson some structured pair work so the students have an opportunity to retell the event to a peer.

Therefore, careful lesson planning is another essential step in preparing effective language objectives. In this co-planning scenario, each teacher used his expertise to better integrate content and language instruction for the language learners. This type of collaboration can help a teacher like Mr.

Zhang learn more about the second language acquisition process of his students and can help a teacher like Mr. Lewis become more familiar with the grade-level content expectations that his English learners encounter in content area classes. The language objective that the teacher selects will depend on what the English learners in the class need most at that point in the year and what language is most important to understanding the content concepts. If the students have already spent a good deal of time working with new vocabulary, then the teacher might consider having students use that vocabulary to develop their writing skill by writing a summary of the process they followed.

Conversely, the teacher might want to help students become more proficient with a particular type of graphic organizer in order to develop more strategic language learning. As all teachers know, teaching is a dynamic and complex process that requires a multitude of decisions to be made. However, the advance planning required in creating language objectives allows teachers to better anticipate the academic English needs of all students thus increasing the comprehensibility of the lessons.

It is important for teachers to realize that even though their lesson may include all four language skills it is good if they do, since the language skills reinforce one another , they do not need to post a language objective for every language-related item addressed in the lesson. Teachers address many instructional needs in a or minute class period.