Biotechnology is perhaps the most rapidly advancing area in science today. The Advances in Biotechnology volume has been created to provide language teachers with resources about breakthroughs in biotechnology. Each chapter of the volume highlights one aspect of research in the field of DNA and genetics along with its applications to and implications for society. The chapters feature relevant background information on each topic, interactive and communicative classroom activities, and a list of related print and Internet resources that will allow teachers to expand the lesson further.

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.The authors also frame language in the context of the Common Core, focusing on what students can accomplish using language rather than on whether or how students use specific language features. This broader definition encourages the development of cognitive, linguistic, and affective strengths in ELLs and gives students the opportunity to take valuable actions toward academic success.

Help Spanish-speaking English-language learners unlock the mysteries of their new language by using a bilingual book to recognize unfamiliar words and construct meaning from the text.

The interactive explores the ways that poets choose line breaks in their writing. After viewing the demonstration, students are invited to experiment with line breaks themselves.

This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students' mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students' language and experiences as resources. Provide professional development to enhance teachers' awareness of ways to support ELs as they develop both language and mathematical knowledge.

This lesson will challenge learners to critically read and evaluate news articles presenting different positions on a single issue that the learner takes interest in. The learner will then be challenged to formulate their own opinion by refining their own argument on the issue. The target audience of learners for this lesson constitute the Career and College Readiness Standards Grade Level E (9-12) in their reading and writing abilities. Learners will hone practical skills by engaging in this lesson, such as how to critically engage with news and media, being able to succinctly summarize larger pieces of information, and using information to write a structured argument based on their own opinions. These skills will have practical applications for everyday life, reading and writing the GED, and when applying for jobs that require information processing.

This lesson will challenge learners to critically read and evaluate news articles presenting different positions on a single issue that the learner takes interest in. The learner will then be challenged to formulate their own opinion by refining their own argument on the issue. The target audience of learners for this lesson constitute the Career and College Readiness Standards Grade Level E (9-12) in their reading and writing abilities. Learners will hone practical skills by engaging in this lesson, such as how to critically engage with news and media, being able to succinctly summarize larger pieces of information, and using information to write a structured argument based on their own opinions. These skills will have practical applications for everyday life, reading and writing the GED, and when applying for jobs that require information processing.

Students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback.

Minneapolis College, the most selected higher education destination of students from all Minneapolis Public High Schools, is located downtown, nestled between the hustle of Hennepin Avenue and the green spaces of Loring Park. As a part of the Minnesota State system of colleges and universities, Minneapolis College most serves those students who are least likely to go to college. With three-quarters of the student body composed of those underrepresented in higher education, the hallways are filled with recent immigrants, those seeking to learn English, members of communities with the highest unemployment and incarceration rates in the state, veterans, those of low socioeconomic status, seekers of diversity, and those who wish to serve them. Collected here are their stories, stories of overcoming, coming up, perseverance, pride, and power in the face of depressed opportunity and systemic oppression.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

The Plot Diagram is an organizational tool focusing on a pyramid or triangular shape, which is used to map the events in a story. This mapping of plot structure allows readers and writers to visualize the key features of stories.

The Postcard Creator helps students learn to identify all the typical parts of a postcard, and then generate their own postcard messages by typing information into letter templates. After printing their texts, students can illustrate the front of their postcards in a variety of ways, including drawing, collage, and stickers.

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

ESOL Reading Level 8 ESOL 260

This advanced academic reading curriculum for English language learners features eight units, each focusing on a different reading skill. Each unit includes presentation slides with a graphic organizer for taking notes; two readings with comprehension questions; academic vocabulary exercises of terms drawn from the readings; and an extension activity. Materials include student textbook, teacher textbook (with answer key and Quizlet links), and presentation slides.

Course Description
Presents reading as a process that involves determination of purpose, selection and adjustment of strategies, analysis and reflection of underlying meanings, and integration of prior knowledge with new knowledge to address the purpose. Covers content comprehension, textual analysis, critical thinking skills, study skills, and language analysis at the high advanced level. Includes reading diverse texts for a variety of purposes. Includes finding themes and main ideas, analyzing figurative language, summarizing, paraphrasing, evaluating sources and analyzing arguments, inferencing, and using context clues, word forms and common affixes. Prerequisites: ESOL placement test OR successful completion of ESOL 250 AND concurrent enrollment in or completion of (ESOL 252 and ESOL 254) or placement into (ESOL 262 and ESOL 264). Audit available.
Intended Outcomes for the course
Understand the development of reading as a process that involves determination of purpose, selection and adjustment of strategies, analysis and reflection of underlying meanings, and integration of prior with new knowledge to address the purpose.
Acquire and use words and phrases found in high advanced-level academic and everyday texts.
Accurately read high advanced level academic and everyday texts which include dense or long complex sentences and paragraphs with appropriate pacing, phrasing, and expression.
Choose from a range of strategies, including some sophisticated ones and integrate them to monitor and/or enhance text comprehension.
Form and express an opinion and draw conclusions based on the information found in high advanced-level academic and everyday texts.

This paper opens a larger conversation about what must be done to realize opportunities presented by the Common Core State Standards in English Language Arts and the literacy standards in other subject areas. It emphasizes the simultaneous challenges and opportunities for ELLs.The paper emphasizes that texts are approached differently for different purposes. Students need opportunities to approach texts with these varied purposes in mind. It also highlights how ELLs may be well served by opportunities to explore and justify their own textual hypotheses, even if their initial interpretations diverge from those of the teacher.

After examining recipes written based on students' favorite fairy tales, students research a recipe related to their favorite story, book, or fairy tale and include it in a classroom recipe book.

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum.

Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

This material has been used for several years with Intermediate to high Intermediate level students in the Chemeketa Community College ESOL program. It has been sourced and designed in response to feedback from and the changing needs of this community. The students take Listening and Speaking classes twice a week. Each class is an hour and a half twice a week, for a total of six hours’ contact time.

A large part of the course is based on a project based learning approach; at this level, using critical thinking skills, collaboration, and presentation skills enables students to develop and practice skills while seeing tangible results boosts confidence and provides a sense of community. Active learning is also a key component. Students have a voice in the themes, topics, and activities assigned and since all have a wealth of experience in many areas, the presentations and projects are engaging and relevant. Much of the success of projects is based on an expectation that students will work on them outside of class time, and homework
assignments are a regular part of the course.

I’ve designed this course as a set of modules which can be used separately or in conjunction with one another; please feel free to select what works for your class and leave the rest. This course is an Open Education Resource and is under an Open License, which means the material is free, can be copied, shared with others, and adapted. I ask that any instructor who used the material attributes it, but users are free to adapt or build on it to create new material for educational purposes. All material within this resource is open source.

The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution.