In this lesson, students are introduced to the vocabulary of film as they go through the process of creating a short original film. This unit provides instruction on key aspects of digital video filmmaking: plotting, script, storyboarding, camera work (shots, angles), and editing (transitions, title, credits, visual effects, sound effects, etc.). Once students are familiar with the techniques and terms introduced in this lesson, they are able to use their new skills to bring other content areas to life through filmmaking.

This packet of 41 short selections can be used regularly over the course of a school year to help students build fluency. There are enough passages to work on one per week - to two weeks. This source provides a protocol outlining strategies to engage students in short, daily fluency practice. Teachers can also send passages home for additional practice. To access the packet, select "View File" to download.

This packet is designed to strengthen the components of reading fluency: accuracy, rate, and prosody (expression). Students should understand what they are reading, thus embedded supports, such as student glossaries and ‘right there’ comprehension questions, are included. However, these passages are not intended for close reading or deep comprehension work.

Note for teachers of English Language Learners (ELLs): Regular fluency practice is essential for helping ELLs improve their overall literacy skills. Those acquiring a second language benefit especially from additional support with decoding, pronunciation, word identification, and prosody—all of which are the focus of regular fluency practice. Activities found in the Achieve the Core Fluency Packet reflect several best practices for English Language Learner instruction including:
• Having a text read aloud by a fluent reader prior to the student engaging with the text.
• Giving students multiple opportunities to hear the text read aloud by a fluent reader so that they can mirror the pronunciation and prosody of well-spoken English.
• Providing repeated opportunities for students to practice decoding skills both on their own and with support via active monitoring.
• Providing opportunities for students to learn new vocabulary through the use of student-friendly definitions, and to reinforce newly learned vocabulary through repeated practice with the same text and opportunities to use that vocabulary to respond to comprehension questions.
• Calling out work with “juicy sentences,” a strategy developed by Dr. Lily Wong Fillmore, that allows students to look deeply at word choice, sentence structure, and other text features that build their understanding of how English is used to convey different meanings.
• Providing numbered lines that allow students to quickly focus-in on specific sections of the text.
• Providing space for students to annotate the text with their own notes.

At the end of these lesson(s) students should be able to  listen and identify how biotechnology is used to affect living organisms using a graphic organizer and techer created recording/audio script.Students should be able to verbally summarize aspects of biotechnology. 

This article presents thirteen web sites that provide resources for ELL students and their teachers. Reprinted from TeacherMagazine.org with author permission.

In this lesson students will analyze idioms in order to comprehend their literal meanings through illustrations and paraphrasing.

This information was gathered while attending a break-out session at the 2021 ASCD Annual Conference. Dr. Teresa Hill presented this information based on her analysis of student-teacher and student-student interactions after they resumed in-person learning. She is currently the Superintendent of South Holland District 151 in South Holland, IL.

The protocols and resources in this appendix to Grades 6-8 EL Education Curriculum are referenced in the lessons and are related to checking for understanding, formative assessment, and building academic vocabulary.

Protocol descriptions include:
Final Word
Gallery Walk
Interactice Word Wall
Rank, Talk, Write
Say Something

What does close reading look like? This video shows students in an eighth-grade classroom are engaged in the close reading process for an EL Education 8th Grade ELA Lesson. The students discuss the complex non-fiction text, Unbroken, to deepen their understanding of the book’s central character and of the World War II era.

In this lesson from Expeditionary Learning, students will ask and answer questions about My Librarian Is a Camel by Margariet Ruurs. They will learn how to effectively participate in conversations with peers and adults. Students will engage in Think-Pair-Share and Carousel protocols to begin addressing details they see in photographs. This will help guide them as they draw details from exemplar texts. This is Lesson 1 of 11 from the unit Grade 3 Curriculum Map Unit 1, Module 1: http://engageny.org/resource/grade-3-ela-module-1-unit-1 .

Attched and or embedded is a teacher's lesson plan for teaching Theme using a short story called Fish Cheeks. This short story needs visuals added to better support ELLs in the main classroom. Link