A short quiz on CCSS.ELA-Literacy.RL.9-10.3, featuring a passage from Ken Kesey's book, One Flew Over the Cuckoo's Nest. The Dale-Chall text difficulty level of the pasage is 5-6, the Flesch-Kincaid level is 5.1.

A short quiz on CCSS.ELA-Literacy.RL.9-10.3 featuring a passage from Suzanne Collins's book, The Hunger Games. The passage has a Dale-Chall text difficulty level of 4, and a Flesch-Kincaid level of 3.7.

This is my PBL about race in the court system and it's relation to themes in Harper Lee's To Kill a Mockingbird. The PLB includes an outline for a presentation and discussion on cases that were influenced by racial bias throughout history and in present day America.

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 resource was created by Brittany Wolfgram, 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 resource was created by Rebecca Kerber, 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 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.

This Remote Learning Plan was created by Melissa Pilakowski in collaboration with Caryn Ziettlow and Eileen Barks as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 9-11 ELA students. Students will answer and construct direct, inferential, and authorial questions. This Remote Learning Plan addresses the following NDE Standards: 12.1.6i, 12.1.6l, 12.2.1b. It is expected that this Remote Learning Plan will take students 120 minutes to complete.

This Remote Learning Plan was created by Denise Mixdorf in collaboration with Eileen Barks and Caryn Ziettlow as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school, grades 9-12, ELA students. Students will create a geometric character analysis. This Remote Learning Plan addresses the following NDE Standard:  Reading Comprehension LA 12.1.6.o  It is expected that this Remote Learning Plan will take students approximately 180 minutes to complete. 

This Remote Learning Plan was created by Cyndi Shinn in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade Band Range 3- 6 Language Arts students. Students will write an Informational/Informative Writing. This Remote Learning Plan addresses the following NDE Standard: English Language Arts - Writing It is expected that this Remote Learning Plan will take students 5 days with 45 to 60 minutes for each lesson to complete.Here is the direct link to the Google Doc:Informational/Informative Writing 

This Remote Learning Plan was created by Lauren Rabourn in collaboration with Eileen Barks and Caryn Ziettlow as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 11 English Language Arts students. Students will build background knowledge and activiate prior knowledge to clarify text, deepen understanding, and make connections while reading. This Remote Learning Plan addresses the following NDE Standard: NE LA 12.1.6lIt is expected that this Remote Learning Plan will take students 45 minutes to complete.Here is the direct link to the Google Doc: Into the Wild (PreReading)

This Remote Learning Plan was created by Lauren Rabourn in collaboration with Eileen Barks and Caryn Ziettlow as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 12 English Language Arts students. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Remote Learning Plan addresses the following NDE Standard: NE LA 12.1.6b, NE LA 12.1.6l, and NE LA 12.1.6o It is expected that this Remote Learning Plan will take students 90 minutes to complete. Here is the direct link to the Google Doc:  Macbeth Act 1

This Remote Learning Plan was created by Cyndi Shinn in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade Band Range 3- 6 Language Arts students. Students will write an Opinion Writing. This Remote Learning Plan addresses the following NDE Standard: English Language Arts - Writing It is expected that this Remote Learning Plan will take students 5 days with 45 to 60 minutes for each lesson to complete.Here is the direct link to the Google Doc:Opinion Writing 

This Remote Learning Plan was created by Cyndi Shinn in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade Band Range 3- 6 Language Arts students. Students will write a Personal Narrative. This Remote Learning Plan addresses the following NDE Standard: English Language Arts - Writing It is expected that this Remote Learning Plan will take students 5 days with 45 to 60 minutes for each lesson to complete.Here is the direct link to the Google Doc:Personal Narrative Lesson  

This Remote Learning Plan was created by Anne Upp in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for  3rd Grade Level ELA students. Students will  fluently read with EXPRESSION. This Remote Learning Plan addresses the following NDE Standard:  LA 3.1.4 Fluency: Students will develop accuracy, phrasing, and expression while reading grade level text.  It is expected that this Remote Learning Plan will take students 10-15 minutes per day for 5 days to complete.Here is the direct link to the Google Doc:https://docs.google.com/document/d/1QPrEOLiy-5QsQrugQJSJKIWKjCPYoswQ4DoQyQVf4r0/edit?usp=sharing

This Remote Learning Plan was created by Sara Wellman-High Horse in collaboration with Eileen Barks and Caryn Ziettlow as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 9-12 English students.  Via HyperDoc, Students will study the Robert Frost poem, “The Road Not Taken” and research biographical information, personal letters, and scholar videos and articles to answer analytical questions; and apply their knowledge of poetic literary devices and poem traits/characteristics to the poem, “The Road Not Taken”. This Remote Learning Plan addresses the following NDE Standard: LA 12.1.6.c; LA 12.1.6.d; LA 12.1.6.f; LA 12.1.6.i; LA 12.1.6.l; LA 12.1.6.nIt is expected that this Remote Learning Plan will take students 2 days to complete.Here is the direct link to the Google Doc: Robert Frost & "The Road Not Taken"  

In this lesson designed to enhance literacy skills, students learn about the advantages and disadvantages of the two basic forms of reproduction for the living things that practice them.

A guide to a University course, including assessment rubrics, where students produce a research-based (OER) podcast. Taught at the University of Leeds by Antonio Martínez-Arboleda.

Find out more about text leveling, where text is modified to be more simple or complex to fit a student's reading skills.

Cretaceous and Tertiary strata exposed in northern Alaska record clastic sediment deposition within a foreland basin adjacent to the ancestral Brooks Range, and form part of an important petroleum play. The goal of this U.S. Geological Survey report is to synthesize the complex stratigraphy of this area into a more simplified scheme. It discusses the regional geology of northern Alaska and the stratigraphy of the Colville Basin in detail. Maps, cross sections, correlation charts, and numerous outcrop photos with detailed captions accompany the text.