This seminar will introduce three of eight types of figurative language (simile, metaphor, personification).  Through song lyrics, poems, videos, interactive activities, and collaboration, you will learn to recognize, determine meanings, and identify comparisons within similes, metaphors, and personification examples.StandardsCC.1.2.5.F  Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.

This seminar will introduce three of eight types of figurative language (simile, metaphor, personification).  Through song lyrics, poems, videos, interactive activities, and collaboration, you will learn to recognize, determine meanings, and identify comparisons within similes, metaphors, and personification examples.StandardsCC.1.2.5.F  Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.

This seminar will introduce three of eight types of figurative language (simile, metaphor, personification).  Through song lyrics, poems, videos, interactive activities, and collaboration, you will learn to recognize, determine meanings, and identify comparisons within similes, metaphors, and personification examples.StandardsCC.1.2.5.F  Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.

This seminar will introduce two of eight types of figurative language (simile, metaphor).  Through song lyrics, poems, videos, interactive activities, and collaboration, you will learn to recognize, determine meanings, and identify comparisons within similes, metaphors, and personification examples.StandardsCC.1.2.5.F  Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.

Lesson plans for the junior-intermediate classroom

Word Count: 79522

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Cosmic Cubs' kindergarten lesson plans help children grow to be effective learners as they explore space and learn practical skills that assist with reading, writing, and mathematics.

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaSteps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children’s literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book’s success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.

Long Description:
Steps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children’s literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book’s success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.

Word Count: 113566

ISBN: 978-1-942341-22-2

(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.)

Short Description:
This was a collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing classes.

Word Count: 5962

(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.)

Short Description:
This was a collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing classes.

Word Count: 12599

(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.)

Short Description:
This was a collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing and painting classes.

Word Count: 7599

(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.)

Short Description:
This was a collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing and painting classes.

Word Count: 7443

(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.)

●      In this lesson, teachers will introduce students to the elements of a simple story map, read the book Henry and Mudge: The First Book of Their Adventures by Cynthia Rylant, and work with the students to complete the simple story map form that is included in the resource section of this lesson. ●      Story maps are graphic organizers that teach students to recognize the elements of a book or story. In this simple story map, you will work with students to teach them to identify the story’s characters, setting, problem and solution.  There are more complicated story map formats, but this one is a good beginning format, and reflects the simplicity of the story you will read with the students.  More advanced organizers focus more on plot, character traits, and episodes.●      Reading with the knowledge that they will complete a story map requires that students read more carefully to attend to the story line and details. Students can also use the story map to help them recall what they have read, and to plan for their own writing.●      This is a very long lesson.  It may need to be done over two or even three  30-45 minute sessions. 

A digital resource for creating short stories, picture books, comics, and poetry. This website also has literature available for students to read. There are included lessons and challenges for students to complete.

Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

In this seminar, you will be learning the difference between retelling and summarizing a fictional story. You will be given questions to ask yourself to help you pick out the most important details in a fictional story. It will introduce the Somebody Wanted But So Then strategy to help you summarize stories you have read. You will be applying past knowledge to new situations. Some activities you will be doing include creating a comic strip summary of story, as well as, creating a project of your choosing to summarize a story you have read.StandardsCC.1.3.4.ADetermine a theme of a text from details in the text; summarize the text.

These materials were designed as part of the Equity and Open Education Faculty Cohort in the Summer of 2020.
The materials are for IRW 90 -- Foundations of College Reading and Composition

This document contains three parts:

1. My Implementation Goals
2. Open Access Textbooks used in the course
The Word on College Reading and Writing
1,2,3 Write!
3. IRW 90 Course Calendar (Weeks 1-2) incorporating the open access textbooks with links to related activities and assignments.

IRW 90 Foundations of College Reading and Composition

Course Description
Covers reading and writing processes, topic development, and revision for clarity. Focuses on developing flexible strategies for reading and writing, and producing clear and coherent paragraphs and essays. Emphasizes strategies for comprehension and metacognition, critical reading and thinking skills, intellectual curiosity, vocabulary development, and writing conventions.

Intended Outcomes for the course
Upon completion of the course students should be able to:
Read to understand main ideas, supporting details, and a writer’s purpose in a variety of texts.
Use composing and reading strategies for comprehension.
Use reading strategies to write coherent texts that develop ideas in support of a central idea.
Use writing conventions (content, form, format) to communicate the writer’s ideas.
Use strategies to enhance and diversify knowledge of vocabulary.
Follow a process to access information in textbooks and other reference texts.
Use flexible strategies for pre-reading, reading, reviewing, rereading, correcting comprehension, drafting, revising, and editing.

This lesson plan focuses on simple concepts that students can use to practice speaking English. Since advertising is a universal topic, you can use this lesson with students of all levels and interests. In this lesson, students are introduced to vocabulary and concepts related to brands, target markets and advertising channels. Also, they will have the opportunity to talk about the pros and cons of advertising. While doing so, you can encourage your students to use adjectives to talk about their opinions and/or experiences.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

When to start teaching gerunds?As I mentioned before, I used this lesson with a pre-intermediate student and I think this is a great place to start. Regardless of the age of the student, if his/her/their proficiency is pre-intermediate then learning and teaching gerunds will be fun for all of you. Keep in mind that students at this level should have a general idea of how to read, write, speak and understand English; this lesson will help improve these skills.The purpose of this lesson is for students to practice verbs that are followed by gerunds or infinitives with no change in meaning. They will also learn how to determine when to use gerunds or infinitives. Moreover, they will work on answering questions using two sentences: one with the gerund and one with the infinitive. Students will also have the opportunity to create their questions, it’s really fun to see what they come up with. By the end of this lesson, students will be able to make logical sentences using several verbs including love, like, hate, prefer, can’t bear, can’t stand, begin, start and continue.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Comprehensive Literacy Instruction in Pre-K through 2nd Grade

Word Count: 45218

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This lesson is meant for teachers to use during a professional learning session around the science of reading.  Teachers will read an article and reflect on it using the "Sentence - Phrase - Word" routine from Making Thinking Visible.