Tell me about it in your own words! If students can paraphrase the information they have read, then youand they can be confident that they understand it.

Students choose a question to explore, research it using a variety of resources, organize their information on a TCF chart, and then collaboratively write a class scientific explanation.

Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.

Estándar de preparación para la universidad y la carrera profesional abordado: K3a. Demostrar conocimientos básicos de correspondencias de sonidos de letras individuales mediante la producción del sonido más frecuente para cada vocal y consonante.

Estándar de preparación para la universidad y la carrera profesional abordado: K3a. Demostrar conocimientos básicos de correspondencias de sonidos de letras individuales mediante la producción del sonido más frecuente para cada vocal y consonante.

The article by Vaughn and Fletcher discusses how a supportive, integrated general and special education system can be implemented within a multi-tiered system of support. Six steps that teachers can implement in their classrooms to support students with reading difficulties or with mild to moderate disabilities or dyslexia are provided.

Identity is complicated, and changes depending on who you are and where you are. In our country, identity is directly tied to power and some are afforded privileges and others have disadvantages. This course will study identity as a social construct, and will go into further depth on race. Students will study the complications and nuances that go into the formation of identity and race, historical injustices and responses tied to it. We will study redlining, and a specific chapter of history, the South Bronx in the 1960’s. Rap music is currently the most successful music genre, even having small ripples in the country music world. Its origins, often overlooked due to the multi-faceted nature of the music, is a culture with a rich history rooted in social justice, giving a voice to the voices that were silenced. Its origins in the South Bronx, and its usage as a platform in response to social inequity, is often overlooked. Rap is a platform used worldwide to express a specific message. However, its role in academia, and in music in general, is often polarizing. We will do a specific study in rap as a form of response to systemic racism. By interacting with this curriculum, students engage in ethical reflection, in a safe space, finding a platform for their voice, learning content that’s relevant to current day. They will engage in informed conversations about race and equity, producing creative and analytical writing, while significantly improving their analytical reading and writing skills.

This guidance document helps teachers understand the why, as well as the concrete what and how, of the ALL Block: the five components, how each component reinforces the work from the module lessons, how rotations work, what a day in the ALL Block looks like, and Frequently Asked Questions.

This guidance document helps teachers understand the why, as well as the concrete what and how, of the K-2 Labs: what the five labs are, how each lab supports student learning, how the Labs hour is structured, how Labs reinforce and extend work from the module lessons, what work students do during Labs, how unfold over the course of an entire module in order to build students' independence, what a day in Labs looks like, and Frequently Asked Questions.

This guidance document helps teachers understand the why, as well as the concrete what and how, of the K-2 Reading Foundations Skills Block: the overall structure, what students do during Whole Group instruction and during differentiated Small Group instruction and Independent work,connection to the grade level reading and language standards, assessments, how the K-2 Skills Block supports and complements the work from the K-2 Language Arts Curriculum (Module Lessons and Labs), what a day in the Skills Block looks like, and Frequently Asked Questions.

Follow an Iraqi refugee and learn how his experience in an inclusive charter school has helped his English language skills, in this video from NOVA: School of the Future. In 2013, high schooler Murtada Mahmood arrived in Massachusetts from Iraq speaking only broken English. Because he was placed in a class for English learners (ELs) and separated from the school’s student body, his language skills suffered. After switching to KIPP Academy in Lynn, where ELs are included in regular classes, Mahmood’s self-image improved. As his English skills developed, he raised his expectations for what he could accomplish. This resource is part of the NOVA: School of the Future Collection.

The National Reading Panel (2000) identified phonemic awareness as one of the pivotal pillars in teaching students to read. Over two decades have passed, and children still experience difficulty with learning to read. This is especially true for many African American students who are more likely not to reach proficiency on literacy measures. This article details key phonological features of African-American English and provides teachers with practical classroom applications for phonemic awareness instruction so all students can demonstrate success.

This brief and accompanying infographic from National Center on Improving Literacy (NCIL) detail what screeners are, what happens if a student is identified as at-risk from a screener, and what parents and caregivers can do to support their student.

In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.

Students will really get into character when they read short stories and analyze the hows and whys of character behaviors.

Learning to Share Information (5 days)
1.Today we are going to start a research project on Greek gods. We started reading A True Book: Ancient Greece in shared reading today. One of the things that was really important to the ancient Greeks was religion. They believed in many gods and they believed that their gods looked and acted like humans, but had incredible powers and lived forever.
2. Yesterday you chose which god you were going to be an expert on. I have the list up here. Also, you started to research and write notes on your graphic organizer. I showed you how to make sections to take notes in and how to add more to each section as you read through different sources.
3. For the past two days, you have been working hard to gather information about your gods. All of you have several sections filled in. Some of those sections have lots of information and some of those sections only have one or two facts. Today we are going to talk about deciding which information to keep and which information to get rid of.
4. Yesterday you worked on choosing information to share in your infographic. Today you will need to begin planning how you will want your infographic to look.
5. Yesterday you used your graphic organizer to plan your infographic. Today you can start making your infographic.
Sharing

The lesson provides an opportunity for students to not only read and view the importance of choosing career choices now, but gives them an opportunity to write about their future career goals and think about the best way to achieve them starting now.

WEEK 9, DAY 1
Learning about Informative Writing
WEEK 9, DAY 2
Learning to Evaluate Informative/ Writing
WEEK 9, DAY 3
Learning to Write Informative Pieces
WEEK 9, DAY 4
Learning to Write Informative Pieces
WEEK 9, DAY 5
Learning to Write Informative Pieces

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.