This resource is intended as a model plan for linking course materials to student learning outcomes. These materials were used in planning a 15-week literature-based composition course taught within the TBR system, ENGL1020. The two attachments illustrate how the course assessments and readings are organized to fulfill statewide TBR General Education Outcomes as well as course-specific outcomes for each unit in the course. The course outline also demonstrates one possibility for sequencing course materials into a 15 week semester.The OER Commons file titled "ENGL1020 Literature Based Composition Course Common Cartridge" contains a downloadable online version of this course that can be plugged into any LMS.

This resource contains assignment details for the co-creation of a class "dictionary" of terms/phrases used by students in their speech communities. Dictionary is in quotes here because it's not a true dictionary; rather, it contains extended definition and analysis of chosen terms, as well as evidence of their use "in the wild" (i.e. in the world). This module also contains a project overview and a warm-up exercise that support the main project, as well as ideas for complimentary assignments for use in a themed course. Please see the "For instructors" page for more on framing this assignment as anti-racist. This work is licensed under CC BY-NC-SA 4.0

This Landing Page for Entry into English contains Level 1 Beginning Concepts for Lower-Level English Learners,
Level 2 High Beginning English Learners, Supplementary & Literacy Materials, and introductory videos.

This is a sample year-long map that incorporates the EPIC classroom materials into Social Studies, Writing, and Reading lessons.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS). This site includes the EQuIP rubric for lessons and units as well as the EQuIP task review rubric and training materials.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS). This site includes the EQuIP rubric for lessons and units as well as the EQuIP task review rubric and training materials.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS).

The objectives are two-fold:
1) Increase the supply of high quality lessons and units aligned to the CCSS or the NGSS that are available to elementary, middle, and high school teachers as soon as possible; and
2) Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.

We created this site to share the lesson plans and other materials that we use in this Listening/Speaking Level F class with other ESL teachers -- click around and use what works for you! This is a 10-week course at LCC, but you can pick and choose from the 8 chapters for a shorter or longer term. The chapters can be covered in any order.

Lane Community College's Intensive English Language Program offers 6 levels (A=beginner, F=college transition). This site was designed for Listening/Speaking Level F, which is a class that teaches listening and note-taking strategies focused especially on lecture listening, as well as presentation, pronunciation, conversation, and academic discussion skills.

LCC ESL Students in Level F take three separate intensive classes (Writing, Listening/Speaking, and Reading for a total of 20 in-class contact hours per week). Prior to the re-imagining of this class and the creation of this site, each Level F class had a different textbook with different thematic progressions. Students experienced cognitive overload with the demand to learn the vocabulary, concepts, and skills of the three separate classes. In addition, students in our department are often from marginalized backgrounds and can find it financially difficult to purchase the three separate textbooks.

In order to lessen students' financial and cognitive burdens and create more connections between the three classes, we used the topics from the Reading textbook (Academic Encounters Level 4: Reading and Writing, 2nd edition, Cambridge 2014) to find freely-available authentic videos or recorded audio for the Listening/Speaking class.

Over the past year, students have expressed appreciation for the reduced cost of taking the course. In addition, they have shown increased interest and engagement in the course due to the authentic, real-life materials and complementary nature of the three Level F classes.

There can be many reasons why a family finds themselves facing a new country, a new language and even new customs. This program is aimed towards families attempting to learn English together, although it could work for anyone learning a new language. Learning the language of your new country can greatly lessen the stress of unfamiliar circumstances as well as bring the family closer by doing it together.

The methods are to write letters to each other, and thereby increasing vocabulary. Getting confident in writing, reading and understanding English while bonding as a family.

When to teach this lesson?This lesson is designed to teach to students at a pre-Intermediate level. This means that they have mastered basic language skills and familiarity with plural nouns, a/an, frequency, and time. Before starting this lesson, students should have a solid understanding of how to use the present simple tense. They should be starting to use the past and future tenses as well. This lesson can be used to introduce the difference between the articles a/an and the. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.

Education Trauma-Invested Classroom Learning Environments Resource List

ED 572 Trauma Informed Practices in Early Childhood

This course will immerse students in theory, research and practice around best-practices in trauma informed practices for our youngest children (birth-8years). Using an ecological systems context, participants of this course will explore the causes and consequences of traumatic experiences within the context of developmental, psychological and neurobiological processes. Students will examine the meaning of trauma within a cultural context, and examine their own personal reactions and potential bias when it comes to their work with young children and families experiencing trauma.

This module is designed for pre-service teachers in the undergraduate PreK- 4 Early Childhood Education major. The material in the unit will familiarize the future teacher to develop lesson plans and units in both the direct and indirect teaching models. Wonder Spaces, using the Reggio-inspired philosophy, is introduced to design spaces for learners ages 0 - 5. Classroom management is also included. 

In the 2018-2019 school year, Northwest Educational Service District 189 brought together a design team of six Pre Kindergarten - Kindergarten educators through a ClimeTime grant to find play-based, and engaging ways to teach climate science to early learners. This course shares out the findings of the team, including some work around designing for equity and 3-Dimensional Next Generation Science Standards (NGSS) alignment. You will engage in activities to use with students including a puddle walk, soil permeability tests, and lesson examples. Phenomenon based lessons will be shared as well as a list of resources and recommended books compiled by our design team.

Explore this resource guide with links and handouts detailing inclusionary resources in an Early Learning setting.