One way to make stories even better is to show emotions, and not just tell them. In this lesson, students will use actions, gestures, and facial expressions to act out emotions.

This outlines the 2-day close reading exemplar developed by Student Achievement Partners.

A checklist in student language used by elementary students to self-assess their biographies.

The Book Cover Creator is designed to allow users to type and illustrate front book covers, front and back covers, and full dust jackets. Students can use the tool to create new covers for books that they read as well as to create covers for books they write individually or as a class.

In this module, students will use literacy skills to build expertise—using reading, writing, listening, speaking, and collaborative skills to build and share deep knowledge about a topic. This focus on research intentionally builds on Module 1, in which students explored the superpowers of reading. Specifically, students will seek evidence of culture, which can be thought of as the story of a group of people constructed through the generations; it can be evidenced through ancient and modern-day customs and traditions. The module will begin with a class study of the culture of Japan: Students will read Magic Tree House: Dragon of the Red Dawn, a book set in ancient Japan, paired with Exploring Countries: Japan, an informational text about modern Japan.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this eight-week module, students explore the questions: “Who is the wolf in fiction?” and “Who is the wolf in fact?” They begin by analyzing how the wolf is characterized in traditional stories, folktales, and fables. Then they research real wolves by reading informational text. Finally, for their performance task, students combine their knowledge of narratives with their research on wolves to write a realistic narrative about wolves.

I created a series of lessons that culminate in a student created document of themselves to post in the classroom (mini poster). The lessons focus on student interaction, dictation, grammar, writing, editing, typing and other digital literacy skills. This is more like a project that is broken down into lessons.

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.

This is a writing resource for the primary grades (K-5). It is a simple layout of how to go through the writing process with brief descriptions off to the side. It is a visual aid and guide to help Writers remember the order and to remind them they will apply this whenever they write, whether it is a narrative, informational, persuasive, etc.