Great works of fiction often take us to far-off places; they sometimes conduct us on journeys toward a deeper understanding of what’s right next door. We’ll read, discuss, and interpret a range of short and short-ish works: The reading list will be chosen from among such texts as “Gilgamesh,” Homer’s Odyssey (excerpts), Bunyan’s The Pilgrim’s Progress (excerpts), Swift’s Gulliver’s Travels, Mary Shelley’s Frankenstein, Conrad’s Heart of Darkness, Saleh’s Season of Migration to the North, Woolf’s To the Lighthouse, John Cheever’s “The Swimmer,” Coetzee’s The Life and Times of Michael K, Irving’s “Rip Van Winkle,” Toni Morrison’s Jazz, H. G. Wells’ The Time Machine, Twain’s The Adventures of Huckleberry Finn, Beckett’s How It Is, Calvino’s Invisible Cities, Forster’s A Passage to India. As a CI-H class, this subject will involve substantial practice in argumentative writing and oral communication.

This is a reading guide that can be used in conjunction with Open Stax Sociology 2e textbook.

This resource consists of two .zip files that have reading guides for the College Physics textbook at openstax.org. Each zip file has Word documents for the standard first and second semester set of topics for a year-long freshman level college physics course. The reading guides summarize the key points, provide extra explanations, and pose questions for the student. The reading guides were written for the first edition of the textbook. Permission is granted for free use and editing of the reading guides.

Building the capacity to synthesize and to convey meanings from course reading is an essential skill for graduate study. In being a reading leader for a course session, students will demonstrate reading comprehension, presentation, and teamwork skills. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). .

In the Civil War and Reconstruction unit, students engage in contentious historiographic debates about the period--Was Lincoln a racist? Was Reconstruction a success or failure? Was John Brown a "misguided fanatic"? Did Lincoln free the slaves, or did the slaves free themselves? The unit includes two Structured Academic Controversy lessons, an Opening Up the Textbook lesson on sharecropping, and a look at Thomas Nast's political cartoons.

Percussionist Steven Angel has developed an innovative program that uses rhythm to help struggling students improve their reading fluency and comprehension. Deceptively simple -- a facilitator taps out a basic rhythm while students read aloud -- the method relaxes students, helps them focus, and is effective in after-school intervention programs as well as traditional classrooms.

This lesson will be a real-world scenario-based reading module for Reading Scientific and Technical Text, for readers at level 7. Through an interactive visual scenario, learners will be introduced to a sample loan application form, and will be walked through the meaning and purpose of primary portions of the form and challenging terminology in it.

When you come to Montreal – This lesson is great for students of all ages as well. Students will have the opportunity to talk about tourism and share their experiences using the present perfect tense. They will also read about tourist attractions in Montreal.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication.

Improves reading through work on vocabulary development, motor skills, comprehension and some reading rate improvement. Instruction includes sentence structure, paragraph and essay development, and written expression. Students can expect to increase working vocabulary and improve skills in basic communications.

Instructor guide: http://bit.ly/2oumRrX

This resource was created by Prairie Compton, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This lesson uses tall tale read alouds to reinforce the common elements, or text structure, of tall tales. As the text is read aloud, students examine the elements of the book that are characteristic of tall tales. Then using what they've learned, they write and perform tall tales of their own.

Reading and analysing a text on 'Political alliances in the European union'

Explore how reading can be a revolutionary act in this video from the American Masters film Toni Morrison: The Pieces I Am.

Resource by Stephanie Genco, St. John the Baptist, Alden. Includes full Novel Study w/ pre- and post-reading activities, Reading for Meaning questioning while reading, vocabulary tools, and discussion questions using QAR (Question-Answer Relationships). Also includes learning targets and NYS CCLS for 5th grade.

Resource by Denise Carlson, St. Peter's. Includes Reading for Meaning Lesson for Ch. 14, "Las Uvas." Also includes post-reading projects and comprehension questions for the entire novel.

Resource by Connie Stahl, St. Aloysius. Text from Fountas & Pinnell blue level text. Utilizes Hand of Knowledge tool.

Contains learning targets, pre- and post-reading activities, vocabulary rating, team-o-graph, and Reading for Meaning questioning.

Resource by Kelly Shivinski, Catholic Academy of West Buffalo. Includes Reading for Meaning questioning, vocabulary rating, character analysis, and synthesis tasks. Also includes CCLS for 4th grade.