These are resources created by ELPA that align to the ELP standards. They are arranged by grade band and domain.
These are enrichment materials created by ELPA that align with the ELP standards and are organized by grade band and domain.
A 25-item self-assessment to evaluate listening skills.
Introduction to Academic Listening
Short Description:
Listening Strategies for Success enables English language learners to develop academic listening and note-taking skills. Students at the high-beginner/low-intermediate level listen to conversations and presentations on everyday topics such as holidays, food, and travel. Using interactive activities, students learn useful vocabulary and check their understanding. Each chapter introduces a strategy that can be used to improve listening comprehension and note-taking. Discussion questions provide extension activities.
Long Description:
Listening Strategies for Success enables English language learners to develop academic listening and note-taking skills. Students at the high-beginner/low-intermediate level listen to conversations and presentations on everyday topics such as holidays, food, and travel. Using interactive activities, students learn useful vocabulary and check their understanding. Each chapter introduces a strategy that can be used to improve listening comprehension and note-taking. Discussion questions provide extension activities.
Word Count: 5259
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Listening is the least emphasized mode of communication. As such, it deserves a more thorough treatment. Upon scanning the OER landscape to determine existing opportunities to learn about listening, it was discovered most are devoted to the practical skills of listening. However, much can be learned by learning about the theories and research of listening.Therefore, this module is intended to serve as either a stand-alone learning module on listening or a more advanced module that can be added to other more practically-oriented modules. This module introduces students to academic study of listening and treats listening as a thriving sub-discipline (of interpersonal communications) that can be explored from an academic perspective.It provides sufficient references and resources that can be examined more thoroughly and perhaps even built out into an entire course or mini-course on listening.Upon successful completion of this module, you will be able to:DEFINE listening using theoretical developments. (Bloom 1)CLASSIFY effective listening practices by affective, behavioral, or cognitive processes. (Bloom 2)USE theoretically-based listening practices to improve communication. (Bloom 3)DEVISE a personal listening strategy based upon theory. (Bloom 4)This module has eight sections: Overview, Engage, Explore, Explain, Evaluate, Elaborate, Express, and Extend.
Students will listen to a familiar story with repetitive lines that the children can remember. They will make puppets and retell the story in small groups with an adult volunteer or an older child. Main Curriculum Tie: English Language Arts Kindergarten Reading: Literature Standard 2, With prompting and support, retell familiar stories, including key details. All children will participate in retelling a familiar story using puppets. This will help develop oral language and comprehension.
The attached Remote Learning Plan is designed for preschool students.This literacy lesson uses the story, The Three Billy Goats Gruff as a basis for comprehension and retelling activities. Anticipated lesson length is 30 minutes. The lesson includes both online and offline options.
In the 2021-2022 school year, I decided to try a new approach to my Book Talk Project by hosting a Literary Food Truck Festival with my students. For specifics on this school year's project, explore the attached lesson.
This resource was created by Cindy Selhorst, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.
'Lived History' documents the making of the Wind River Virtual Museum, a high definition archive of Eastern Shoshone and Northern Arapaho ancestral artifacts. In the accompanying lesson plan (found in the Support Materials) students will learn from the time when Europeans first traveled in North America, they took collectors' interest in the arts, weaponry and attire of Native Americans. Sometimes they purchased artifacts, sometimes they stole them, and sometimes they killed for them. Over the years, pipes, war bonnets, cradle boards and parfleches accumulated in museums. The method of acquisition was often forgotten; exact historical documentation was often difficult. Many of the artifacts have perished or deteriorated over time. Many ancient artifacts remain in the vaults and display cases of museums far from their place of origin or the people who might best explain and appreciate them.
"Lived History" documents the creation of the 'Wind River Virtual Museum'—an archive of high definition images of ancestral artifacts created with guidance from Wind River tribal elders. Items like nineteenth century amulets, bags, drums, ceremonial headdresses and robes, everyday clothing, medicine related objects, hunting apparel, moccasins, and other meaningful objects were brought out of storage and displayed for the elders. Their commentary becomes part of the precarious and precious transmission of oral culture that the people of Wind River strive to honor and preserve, for future generations.
LEARNING OBJECTIVES:
Students will learn about different artifacts of the Shoshone and the Arapaho people and their significance/use.
Students will gain a deeper appreciation for the resiliency of people and the importance of cultural preservation.
Students will explore their own cultural identity and understand that culture is a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people.
Students will name three objects identified in the Lived History video and gain an understanding of their uses and cultural significance.
Students will dentify some of the resources used to make traditional items and locate areas in which these resources are found.
The attached lesson plan is designed for kindergarten and first-grade students. Students will make a connection with the character in the book. This lesson plan addresses the following NDE Standard: LA 0.1.6 h, LA 0.3.2.a, LA 1.1.6.h, LA 1.3.2.a.
This series of videos is part of the RAC’s educational programming. These videos include audiovisual primary sources, and are designed to be part of a media literacy curriculum.The clips of audiovisual documents serve as primary sources that can be viewed, analyzed, and discussed in a classroom setting to help students build media literacy skills.
Short Description:
The text provides an upper-level undergraduate introduction and explanation of the social and cognitive processes involved in human communication, focusing on how people create understanding.
Word Count: 26193
ISBN: 9781948027021
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Middle School Water Quality Curriculum SynopsisDesign your own wetland science field trip or have WREN staff visit your classroom.Programs address Oregon State Science Standards and Common Core State Learning Standards. Purpose of the Water Quality Curriculum: • For students to model the scientific method, engineering, math, and social studies practices. • To explore and solve problems along the Long Tom River Watershed. • To use tools and technology to collect data and use that data to answer questions.• To engineer solutions to real-life problems and learn how to resolve water quality disputes in real-life scenarios. Each lesson can be integrated into our 2-hour tour of the West Eugene Wetlands (WEW). How much time is required for the lesson, the best season, and where the lesson is best experienced is indicated next to the lesson tile._______________________________________________________________________________________________What is a Watershed? Activity/ 50 minutes (Class or WEW):It’s recommended that all classes begin their wetland field study with this fun and interactive, whole-body activity that investigates how vegetation affects the movement of water over land surfaces and identifies best management practices to reduce erosion. Science Standards: MS-ESS2; MS-ESS2-4. Earth’s Systems: Develop a model to describe cycling of water through earth’s systems driven by energy from the sun and force of gravity._______________________________________________________________________________________________Wetland Soil Study/ 90 minutes (WEW- Fall or Spring):Students will learn the history behind the unique composition of soil in the southern Willamette Valley, discover how wetland soils have an important role in filtering and cleaning the water that runs through them, explore and record the physical characteristics of wetland soil using a Munsell Chart, measure the hydric capacity of different types of soil, and make the connection between soils and water in a wet prairie. Science Standards: MS-ESS2-2. Earth’s Systems: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.Common Core Standards:Mathematics7.EE.B.4. Use variables to represent quantities in a real-world of mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about quantities.______________________________________________________________________________________________ Water Quality of Amazon Creek/ 90 minutes (WEW- Fall and Spring):Through experimentation and a simulation, students will learn how increases in water acidity have endangered the quality of life for water-based organisms in parts of Eugene. Students will model water molecules under different circumstances, test water samples from Amazon creek for dissolved oxygen, PH, and temperature and learn how these variables impact the quality of life in our waterways. Science Standards: MS-PS1-1. Matter and Its Interactions: Develop models to describe the atomic composition of simple molecules and extended structures.Common Core Standards:Mathematics 6.SP.B.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.7.EE.3. Solve multiple real-life & mathematical problems posed with positive and negative rational numbers in any form using tools strategically. Apply properties of operations to calculate with numbers in any form. _______________________________________________________________________________________________Flood-Plan Engineering Design/ 90 minutes (WEW or Class- Fall, Winter, Spring):Students will learn about historic floods in the Willamette Valley, and explore flood dynamics by building models of riverbeds and testing their holding capacity. Students will use engineering to design systems that will help prevent flood damage and learn about how human modifications to a river or wetland can alter the floodplain.Science Standards:MS-ESS3-3. Earth’s & Human Activity: Apply Scientific principles to design a method for monitoring and minimizing a human impact on the environment.MS-ESS3-2. Earth’s & Human Activity: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their efforts.MS-ETS1-1; 1-4. Engineering Design: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Common Core Standards:MathematicsMP.2. Reason abstractly and quantitatively._______________________________________________________________________________________________Water Quality Debate/ 60 minutes (Class- Fall, Winter, Spring):Students will demonstrate how disputes regarding water quality and quantity can be settled through mediation by playing character roles in a mock Town Hall Meeting. They will develop and engage in an evidence supporting argument surrounding a local water-related issue, evaluate arguments presented by others of different viewpoints, and decide on a resolution.Science Standards:MS-LS2-5. Ecosystems: Interactions, Energy and Dynamics: Evaluate competing design solutions for maintaining biodiversity and ecosystem servicesCommon Core Standards:ELA/LiteracyMS-LS-2-2. Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on other’s ideas and expressing their own clearly. MS-LS2-2. Present claims or findings, emphasizing salient points in a focused coherent manner with relevant evidence, sound valid reasoning and adequate well-chosen details, use appropriate eye contact, adequate volume, and other pronunciation.
Advisability – ShouldAlso designed for pre-intermediate ESL students, this lesson plan guides teachers and students through the use of the modal verbs should and shouldn’t for suggestions, duties, responsibilities and/or expectations. Students will also practise forming questions and speak using should to express expectations. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Probability – May, might, and couldThis lesson plan is great for beginner students and introduces them to the concepts of possibility and probability. Your students can practice speaking, reading, and listening while using may, might, and could in positive and negative forms. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Suggestions – Let’s, why don’t, shallThis lesson plan discusses different forms to make suggestions in English. It contains useful phrases and activities for intermediate-level students to improve their speaking, writing, and reading skills. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Model Diplomacy is the Council on Foreign Relations’ (CFR) free multimedia simulation program. It engages students through role-play and case studies to understand the issues, institutions, and challenges of creating and implementing U.S. foreign policy. It is an adaptable interactive resource that promotes independent research, critical thinking, effective communication, and collaborative approaches to problem solving. Model Diplomacy places students in the position of policymakers deliberating hypothetical scenarios based on real issues. Content is informed by CFR experts.
Learn more about your students with this fun speaking lesson! This ESL lesson plan teaches students to use the present simple to talk about a family house. With lots of picture prompts and new vocabulary, this interactive lesson will help increase your student's confidence.You can also access 150+ more free lessons like this with a free Off2Class account!
This lesson is designed for a 90-minute period at the high school level for a dual language Heritage or Spanish Language Arts class. However, it could easily be divided into sections or modified for middle school students or advanced Spanish world language students. In this lesson, students explore how identity is formed through various life influences and analyze the cause/effect relationship between their personal identity and significant influences in their lives. Students will explore the topic through the RadioAmbulante podcast “Sisters” and the painting “Las dos Fridas” by Frida Khalo. Students will practice metalinguistic awareness and develop their translanguaging skills through explicit instruction on the use of transitional phrases related to cause and effect in English and Spanish. Then students will use these phrases to engage in conversations with their peers to discuss how the different influences in their lives have shaped their identities. Finally, students will produce a written summary of the relationship between the primary influences in their lives and the primary characteristics of their identities.