English Language Arts Resources: click on the title of technology resource, to be redirected to the website.
Student Resources for Writing:
Interactive Printing Press (K-12th): The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers. Teachers and students can choose from several templates to publish class newspapers, informational brochures, and flyers announcing class events. Customized versions of the tool, which include additional instructions and more focused choices, are included with some lessons. A basic planning sheet is available to help students gather ideas before working on this interactive tool.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (B) create original products using a variety of resources;
Interactive Notes (3rd-12th): This hierarchical outlining tool allows students to organize up to five levels of information for reading and writing activities. During or after reading, the Notetaker can be used to compile and organize reading notes, research, and related ideas. During the writing process, students can use the tool to organize their information and plan texts in the prewriting stage and to review and structure their ideas during writing and revision. Students can choose the format that the outline will use (e.g., bullets, Roman numerals, letters) as well as enter up to five levels of information. The Notetaker includes a tutorial, which demonstrates how to use the tool, as well as a Notes area where students can track information that does not fit into the outline. The Notetaker creates an HTML file of students' outlines, which can be printed or saved and edited later in any HTML editor.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (F) perform basic software application functions, including opening applications and creating
News story (6th-12th): Students read a short story, then create a one-page newspaper depicting the facts of the fictional story as real-life events. Transform students from passive readers to gritty journalists. In this lesson, students read a short story, then create a one-page newspaper depicting the facts of the fictional story as real-life events. Links to an online newspaper template as well as to a classic short story site are included.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (B) communicate effectively using a variety of media and formats
Interactive Grammar & Writing Assistance (3rd-8th): This interactive site contains writing prompts as well as grammar practice.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore issues using, simulations and new technologies.
Essay Maps (3rd-5th): This interactive graphic organizer helps students develop an outline that includes an introductory statement, main ideas they want to discuss or describe, supporting details, and a conclusion that summarizes the main ideas. The tool offers multiple ways to navigate information including a graphic in the upper right-hand corner that allows students to move around the map without having to work in a linear fashion. The finished map can be saved, e-mailed, or printed.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore issues using, simulations and new technologies.
Fractured Fairy-Tales PPT. (3rd-5th): In this lesson, students use both traditional and fractured fairy tales to study story structure and the six traits of writing. Students begin with a reading of several traditional and fractured fairy tales. As students read, they examine the tales for the six traits of writing: ideas, organization, voice, word choice, fluency, and conventions. After reading the tales, students compare two favorite versions of one fairy tale in terms of the six traits of writing. Next, students work in groups to plan their own original fractured fairy tale with several alternate plotlines and endings. Students then add images, transitions, and motion to enhance the text’s meaning. In a culminating activity, students present their stories to the class and evaluate each other's presentations.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Thesis builder (9th-12th): An online form that requires students to answer 6 questions regarding their research topic. Once completed, the system will use the information to build a thesis for them.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry;
Story Starter (K-6th): Have students that do not every know what to write about? With Scholastic’s story starter, students click a button and are given a two to three sentence starter to develop a story around.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats including text.
RAFT (5th-12th):Students can utilize this printout to organize their writing as they learn to use the RAFT strategy. This printout enables students to clearly define their role, audience, format, and topic for writing.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats including text.
TED Ed-History of the Comma: This is an animated lesson that describes proper comma use. Included are discussion questions that can be used after the video to spur deeper conversation and clarification.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: A) identify, use files in various formats such as video and audio files.
Fake Book: Use "Fakebook" to chart the plot of a book, the development of a character, a series of historical events, relationships between events and characters, etc., using a format that is identical to the that of Facebook. Get started by entering a name at the top of the page. Then proceed to add friends, posts, comments and profile information. Students can save your work and edit it again later.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: A) identify, use files in various formats such as video and audio files.
Teacher Resources for Writing:
Printable Modeled Writing (6th-12th): This site allows you to access full-length model papers, with interactive notes to help you make your student’s writing stronger. Each one comes with a printable Writer's Guide.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Grammar, writing, and reading (k-8th): Interactive lessons, graphic organizers, and stories to be used for elementary and secondary students.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Re-telling/ Re-writing the Ending of a Story (K-2nd): This lesson uses Laura Joffe Numeroff's If You Give a Mouse a Cookie to combine word-skill work with prediction and sequencing practice. Students learn about cause-effect relationships during a shared reading of the book and then complete a cloze exercise that uses context and initial consonant clues. Students then create story circles that display the events of the story and use these circles to retell the story to a peer. Finally the students compose their own stories, featuring themselves in the role of the mouse.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Interactive Printing Press (K-12th): The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers. Teachers and students can choose from several templates to publish class newspapers, informational brochures, and flyers announcing class events. Customized versions of the tool, which include additional instructions and more focused choices, are included with some lessons. A basic planning sheet is available to help students gather ideas before working on this interactive tool.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (B) create original products using a variety of resources;
Interactive Notes (3rd-12th): This hierarchical outlining tool allows students to organize up to five levels of information for reading and writing activities. During or after reading, the Notetaker can be used to compile and organize reading notes, research, and related ideas. During the writing process, students can use the tool to organize their information and plan texts in the prewriting stage and to review and structure their ideas during writing and revision. Students can choose the format that the outline will use (e.g., bullets, Roman numerals, letters) as well as enter up to five levels of information. The Notetaker includes a tutorial, which demonstrates how to use the tool, as well as a Notes area where students can track information that does not fit into the outline. The Notetaker creates an HTML file of students' outlines, which can be printed or saved and edited later in any HTML editor.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (F) perform basic software application functions, including opening applications and creating
News story (6th-12th): Students read a short story, then create a one-page newspaper depicting the facts of the fictional story as real-life events. Transform students from passive readers to gritty journalists. In this lesson, students read a short story, then create a one-page newspaper depicting the facts of the fictional story as real-life events. Links to an online newspaper template as well as to a classic short story site are included.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (B) communicate effectively using a variety of media and formats
Interactive Grammar & Writing Assistance (3rd-8th): This interactive site contains writing prompts as well as grammar practice.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore issues using, simulations and new technologies.
Essay Maps (3rd-5th): This interactive graphic organizer helps students develop an outline that includes an introductory statement, main ideas they want to discuss or describe, supporting details, and a conclusion that summarizes the main ideas. The tool offers multiple ways to navigate information including a graphic in the upper right-hand corner that allows students to move around the map without having to work in a linear fashion. The finished map can be saved, e-mailed, or printed.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore issues using, simulations and new technologies.
Fractured Fairy-Tales PPT. (3rd-5th): In this lesson, students use both traditional and fractured fairy tales to study story structure and the six traits of writing. Students begin with a reading of several traditional and fractured fairy tales. As students read, they examine the tales for the six traits of writing: ideas, organization, voice, word choice, fluency, and conventions. After reading the tales, students compare two favorite versions of one fairy tale in terms of the six traits of writing. Next, students work in groups to plan their own original fractured fairy tale with several alternate plotlines and endings. Students then add images, transitions, and motion to enhance the text’s meaning. In a culminating activity, students present their stories to the class and evaluate each other's presentations.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Thesis builder (9th-12th): An online form that requires students to answer 6 questions regarding their research topic. Once completed, the system will use the information to build a thesis for them.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry;
Story Starter (K-6th): Have students that do not every know what to write about? With Scholastic’s story starter, students click a button and are given a two to three sentence starter to develop a story around.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats including text.
RAFT (5th-12th):Students can utilize this printout to organize their writing as they learn to use the RAFT strategy. This printout enables students to clearly define their role, audience, format, and topic for writing.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats including text.
TED Ed-History of the Comma: This is an animated lesson that describes proper comma use. Included are discussion questions that can be used after the video to spur deeper conversation and clarification.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: A) identify, use files in various formats such as video and audio files.
Fake Book: Use "Fakebook" to chart the plot of a book, the development of a character, a series of historical events, relationships between events and characters, etc., using a format that is identical to the that of Facebook. Get started by entering a name at the top of the page. Then proceed to add friends, posts, comments and profile information. Students can save your work and edit it again later.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: A) identify, use files in various formats such as video and audio files.
Teacher Resources for Writing:
Printable Modeled Writing (6th-12th): This site allows you to access full-length model papers, with interactive notes to help you make your student’s writing stronger. Each one comes with a printable Writer's Guide.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Grammar, writing, and reading (k-8th): Interactive lessons, graphic organizers, and stories to be used for elementary and secondary students.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Re-telling/ Re-writing the Ending of a Story (K-2nd): This lesson uses Laura Joffe Numeroff's If You Give a Mouse a Cookie to combine word-skill work with prediction and sequencing practice. Students learn about cause-effect relationships during a shared reading of the book and then complete a cloze exercise that uses context and initial consonant clues. Students then create story circles that display the events of the story and use these circles to retell the story to a peer. Finally the students compose their own stories, featuring themselves in the role of the mouse.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Ways to Aid Students in the Research Process:
Inventory Study (3rd-5th): This lesson encourages students to investigate three American inventors-Alexander Graham Bell, George Washington Carver, and Stephanie Kwolek-through research and readings of their biographies. Reading biographies about famous inventors can bring enthusiasm and a sense of exploration to your classroom. To begin this lesson, students are divided into three research groups, and each group is assigned a different inventor. As students read, gather, and present information about Bell, Carver, and Kwolek, they learn how this trio's inventions changed and shaped America's past and influenced the future of technology. Further, students examine how the inventions directly impact their own lives.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry.
Autobiographical Study (3rd-5th): Students read and discuss several biographies and autobiographies. They analyze two autobiographical incidents, identifying the structure, organization, and style of the pieces. After talking with family members and brainstorming possible topics, students select a focus for their autobiographical incident and use an online tool to organize the events in chronological order. Students then draft their autobiographical incident and complete the writing process by conferencing, revising, editing, publishing, and sharing with the class. They assess their writing with a rubric.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry.
Poet Biography (3rd-12th): A lesson that requires students to research and write about the life of a poet while they also interpret the meaning of some of the poet’s work.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry.
Paraphrasing and summarizing (6th-12th): This lesson helps students understand copyright, fair use, and plagiarism by focusing on why students should avoid plagiarism and exploring strategies that respect copyright and fair use. The lesson includes three parts, each framed by a KWL chart. In the first part, focusing on plagiarism, students discuss plagiarism and look at examples to determine whether the passages are plagiarized. Part two introduces copyright and fair use. Students use a Think-Pair-Share strategy to explore questions about fair use, then read several scenarios and determine if the uses described are fair use. In the third part, students develop paraphrasing skills through direct practice with paraphrasing text book passages using an online note taking tool.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
Brain Pop-Paraphrasing (2nd-8th): In this BrainPOP movie, Tim and Moby introduce to students the skill of paraphrasing. They’ll learn how paraphrases are different from direct quotes, and two reasons why they might need to paraphrase a text. Find out the four steps to writing a good paraphrase, and how you can make sure you avoid plagiarism. They’ll also learn what plagiarism is and how to keep from doing it. Plus, they’ll discover two characteristics of an effective paraphrase.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
Paraphrasing Youtube Video(9th-12th): A video that explains how to express the meaning of (the writer or speaker or something written or spoken) using different words.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
TED-Ed-Plagarism (3rd-12th): This is an animated lesson that describes the downfalls of plagiarism in a comical, yet informative way. Included are discussion questions that can be used after the video to spur deeper conversation and clarification.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
Myth vs. Truth (9th-12th): Behind every myth are many possible truths allowing us to discover who we were as peoples and who we are today. By exploring myths surrounding the Gettysburg Address, this lesson asks students to think critically about commonly believed “facts” about this important speech and the Civil War. Students first freewrite and discuss questions about how to tell truth from fiction. They then read or listen to the Gettysburg Address and analyze its audience, purpose, content, tone, structure, and delivery. Finally, students research to find the truth behind common myths about the Gettysburg Address and present their findings to the class.
(4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to: (D) use multiple processes and diverse perspectives to explore alternative solutions.
Teacher Resources for Research:
Author Study (K): A teacher-created website that contains activities, videos, stories and examples of an author study on Eric Carle.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS)
Inventory Study (3rd-5th): This lesson encourages students to investigate three American inventors-Alexander Graham Bell, George Washington Carver, and Stephanie Kwolek-through research and readings of their biographies. Reading biographies about famous inventors can bring enthusiasm and a sense of exploration to your classroom. To begin this lesson, students are divided into three research groups, and each group is assigned a different inventor. As students read, gather, and present information about Bell, Carver, and Kwolek, they learn how this trio's inventions changed and shaped America's past and influenced the future of technology. Further, students examine how the inventions directly impact their own lives.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry.
Autobiographical Study (3rd-5th): Students read and discuss several biographies and autobiographies. They analyze two autobiographical incidents, identifying the structure, organization, and style of the pieces. After talking with family members and brainstorming possible topics, students select a focus for their autobiographical incident and use an online tool to organize the events in chronological order. Students then draft their autobiographical incident and complete the writing process by conferencing, revising, editing, publishing, and sharing with the class. They assess their writing with a rubric.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry.
Poet Biography (3rd-12th): A lesson that requires students to research and write about the life of a poet while they also interpret the meaning of some of the poet’s work.
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry.
Paraphrasing and summarizing (6th-12th): This lesson helps students understand copyright, fair use, and plagiarism by focusing on why students should avoid plagiarism and exploring strategies that respect copyright and fair use. The lesson includes three parts, each framed by a KWL chart. In the first part, focusing on plagiarism, students discuss plagiarism and look at examples to determine whether the passages are plagiarized. Part two introduces copyright and fair use. Students use a Think-Pair-Share strategy to explore questions about fair use, then read several scenarios and determine if the uses described are fair use. In the third part, students develop paraphrasing skills through direct practice with paraphrasing text book passages using an online note taking tool.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
Brain Pop-Paraphrasing (2nd-8th): In this BrainPOP movie, Tim and Moby introduce to students the skill of paraphrasing. They’ll learn how paraphrases are different from direct quotes, and two reasons why they might need to paraphrase a text. Find out the four steps to writing a good paraphrase, and how you can make sure you avoid plagiarism. They’ll also learn what plagiarism is and how to keep from doing it. Plus, they’ll discover two characteristics of an effective paraphrase.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
Paraphrasing Youtube Video(9th-12th): A video that explains how to express the meaning of (the writer or speaker or something written or spoken) using different words.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
TED-Ed-Plagarism (3rd-12th): This is an animated lesson that describes the downfalls of plagiarism in a comical, yet informative way. Included are discussion questions that can be used after the video to spur deeper conversation and clarification.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (B) practice ethical acquisition of information and standard methods for citing sources.
Myth vs. Truth (9th-12th): Behind every myth are many possible truths allowing us to discover who we were as peoples and who we are today. By exploring myths surrounding the Gettysburg Address, this lesson asks students to think critically about commonly believed “facts” about this important speech and the Civil War. Students first freewrite and discuss questions about how to tell truth from fiction. They then read or listen to the Gettysburg Address and analyze its audience, purpose, content, tone, structure, and delivery. Finally, students research to find the truth behind common myths about the Gettysburg Address and present their findings to the class.
(4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to: (D) use multiple processes and diverse perspectives to explore alternative solutions.
Teacher Resources for Research:
Author Study (K): A teacher-created website that contains activities, videos, stories and examples of an author study on Eric Carle.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS)
Literacy Resources for Students:
Inference
Inference Chart (PK-5th): A lesson on inference along with games and activities that can be used to help students understand inference in multiple subject areas.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files.
Brain Pop Inference: In this movie, students learn how to make inferences. They'll find out how to infer or use what they know or see to come up with an idea. They’ll also explore ways to observe and find clues or hints that can help them figure out a writer’s message in a book, essay, or paragraph. They'll learn how to take notes and analyze details to help them infer as you read.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, use files in various formats such as video and audio files.
Summarization:
KWL Chart (3rd-8th): K-W-L charts help students prepare for reading by organizing what students know (K) and want to learn (W) before they read and then reflecting on what they learned (L). This interactive tool is equipped with the worksaver functionality so that students can save their work at different stages in the K-W-L process. Users have the ability to embed text links, giving an extra level of interaction and explanation so students can show their examples of their knowledge.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
GIST Chart (6th-8th): In this series of lessons, students read newspaper articles obtained from newspaper websites. Students then identify journalism's "5 Ws and 1 H" (who, what, when, where, why, and how) and complete a template with the corresponding information they have found in the article. Finally, students use their notes to write a 20-word summary called a GIST. Once students have mastered writing a GIST using newspaper articles, the strategy is then applied to content area texts to support comprehension and summarizing skills.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Archetypes:
Heroes Journey (9th-12th): Through class discussion and reading picture books, students explore the literary concept of a hero and the elements of a hero's journey. Unsing an online tool, students will identify the central elements of a hero's journey in a simple text. After analyzing the picture books and presenting their findings to the class, students are encouraged to embark on the study of a more substantial text.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore complex systems or issues using models, simulations, and new technologies to develop hypotheses, modify input, and analyze results;
Knights Webquest (11th-12th): Before embarking on a unit about Medieval Literature students complete a webquest about the life and times of knights.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore complex systems or issues using models, simulations, and new technologies to develop hypotheses, modify input, and analyze results.
Drama:
Drama Map (6th-12th): Students can map out the key elements of character, setting, conflict, and resolution (shown at left) for a variety purposes and activities associated with works of drama. The interactive includes a set of graphic organizers which can facilitate post reading as well as prewriting activities that best suit your curriculum. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats, including text and graphics.
Dramatic Elements (9th-12th): This lesson encourages students to pick a turning point in a tragedy and show how the action of the play would have been significantly altered had a different decision been made or a different action taken. Students use a graphic organizer to analyze the plot of the play. They identify a turning point in the play, alter the decision that the characters make, and predict the characters’ actions throughout the rest of the play. Students create a plot outline of their altered play and present their new stories to the class. Teachers can test students’ content knowledge and understanding of conflicts within the play while also challenging their creativity and their understanding of plot. This lesson focuses on Shakespearean tragedy, but it can be used with any tragedy that students have read or as a book report alternative.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats, including text and graphics.
Informational Texts
Book Creation (K-6th): After exploring the way that monarch butterflies react to the change of seasons, have students complete an inquiry study to examine other ways that animals (and humans) change because of the seasons. Remember that changes are not limited to moving from one geographic area to another. Some animals stay in the same area, but change physically. Using the ReadWriteThink Printing Press, invite students to develop and publish a class anthology of animal changes or a "survival guide" to show how animals face the change of seasons.(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Non-fiction Text (K-2nd): Students begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They list things they want to know about animals on a chart. As a class, students vote on an animal to research. They revise their question list, and then research the animal using prompts from an online graphic organizer. After several sessions of research, students revisit their original questions and evaluate the information they have gathered. Finally, students revise and edit their work and prepare to present their findings to an authentic audience.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Non-fiction Text (3rd-5th): This lesson encourages students to investigate three American inventors-Alexander Graham Bell, George Washington Carver, and Stephanie Kwolek-through research and readings of their biographies. Reading biographies about famous inventors can bring enthusiasm and a sense of exploration to your classroom. To begin this lesson, students are divided into three research groups, and each group is assigned a different inventor. As students read, gather, and present information about Bell, Carver, and Kwolek, they learn how this trio's inventions changed and shaped America's past and influenced the future of technology. Further, students examine how the inventions directly impact their own lives. (2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Vocabulary Acquisition:
Phonemic Awareness (K): Picture Match is designed to give new readers practice with identifying beginning-letter and short- and long-vowels sounds through a simple, fun game. Updated in 2008, the game features all letters of the alphabet. In the beginning-letter sounds section, a picture of an object (for example, a car) is displayed, and students are prompted to choose the letter that corresponds with the first letter of the word. In the short- and long-vowel sounds sections, students are prompted to choose the vowel that corresponds with the word. If students choose the correct match, they get words of encouragement and a new picture. If they do not choose the correct match, they receive an audible prompt and can then try again, choosing among the remaining letters. Once all of the pictures have been matched, students can print out a chart showing which pictures go with which letters. Pictures are sorted randomly with each game to provide a challenge if the game is played more than once. Picture Match is intended for beginning readers and can be used individually or in small groups.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (C) explore virtual environments, simulations, and models to enhance learning.
TED-Ed-Plural words: This TED-Ed video explores plural words and contains an online assessment of the videos content.
(3)Research and information fluency. The student acquires and evaluates digital content. The student is expected to: (B) organize information from a variety of formats, including audio, video, and graphics;
Vocabulary Games: This site contains vocabulary games for various grade and ability levels.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (C) explore virtual environments, simulations, and models to enhance learning.
Neo K12-Early Elementary Phonics videos (K-2nd): This site contains over 40 videos and songs about different aspects of phonological awareness.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Early Elementary Videos-Rhyme (K-2nd): This site contain interactive books and poems that involve rhyme.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Literacy Resources for Teachers:
Shmoop (1st-12th): This website contains a plethora of resources for hundreds of novels which include: a summary, explanation of important Themes, relevant quotes, character analysis, comprehension questions, and quizzes.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
RIFT Online Interactive Books (Pre-K): This website includes free interactive books that are narrated for students to listen and watch individually or as a whole group.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Intel Lessons: This site offers technology enriched lessons from Intel. These lessons all contain samples, rubrics, and templates to create the projects.
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
400 Words: A cross-curricular vocabulary program that teaches academic and domain-specific words through movies and instructional quizzes. Passages increase in complexity.
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
Vocab 2.0: Upgrading vocabulary instruction with Marzano's frame and Web 2.0 tools.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Inference
Inference Chart (PK-5th): A lesson on inference along with games and activities that can be used to help students understand inference in multiple subject areas.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files.
Brain Pop Inference: In this movie, students learn how to make inferences. They'll find out how to infer or use what they know or see to come up with an idea. They’ll also explore ways to observe and find clues or hints that can help them figure out a writer’s message in a book, essay, or paragraph. They'll learn how to take notes and analyze details to help them infer as you read.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, use files in various formats such as video and audio files.
Summarization:
KWL Chart (3rd-8th): K-W-L charts help students prepare for reading by organizing what students know (K) and want to learn (W) before they read and then reflecting on what they learned (L). This interactive tool is equipped with the worksaver functionality so that students can save their work at different stages in the K-W-L process. Users have the ability to embed text links, giving an extra level of interaction and explanation so students can show their examples of their knowledge.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
GIST Chart (6th-8th): In this series of lessons, students read newspaper articles obtained from newspaper websites. Students then identify journalism's "5 Ws and 1 H" (who, what, when, where, why, and how) and complete a template with the corresponding information they have found in the article. Finally, students use their notes to write a 20-word summary called a GIST. Once students have mastered writing a GIST using newspaper articles, the strategy is then applied to content area texts to support comprehension and summarizing skills.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Archetypes:
Heroes Journey (9th-12th): Through class discussion and reading picture books, students explore the literary concept of a hero and the elements of a hero's journey. Unsing an online tool, students will identify the central elements of a hero's journey in a simple text. After analyzing the picture books and presenting their findings to the class, students are encouraged to embark on the study of a more substantial text.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore complex systems or issues using models, simulations, and new technologies to develop hypotheses, modify input, and analyze results;
Knights Webquest (11th-12th): Before embarking on a unit about Medieval Literature students complete a webquest about the life and times of knights.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (C) explore complex systems or issues using models, simulations, and new technologies to develop hypotheses, modify input, and analyze results.
Drama:
Drama Map (6th-12th): Students can map out the key elements of character, setting, conflict, and resolution (shown at left) for a variety purposes and activities associated with works of drama. The interactive includes a set of graphic organizers which can facilitate post reading as well as prewriting activities that best suit your curriculum. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats, including text and graphics.
Dramatic Elements (9th-12th): This lesson encourages students to pick a turning point in a tragedy and show how the action of the play would have been significantly altered had a different decision been made or a different action taken. Students use a graphic organizer to analyze the plot of the play. They identify a turning point in the play, alter the decision that the characters make, and predict the characters’ actions throughout the rest of the play. Students create a plot outline of their altered play and present their new stories to the class. Teachers can test students’ content knowledge and understanding of conflicts within the play while also challenging their creativity and their understanding of plot. This lesson focuses on Shakespearean tragedy, but it can be used with any tragedy that students have read or as a book report alternative.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats, including text and graphics.
Informational Texts
Book Creation (K-6th): After exploring the way that monarch butterflies react to the change of seasons, have students complete an inquiry study to examine other ways that animals (and humans) change because of the seasons. Remember that changes are not limited to moving from one geographic area to another. Some animals stay in the same area, but change physically. Using the ReadWriteThink Printing Press, invite students to develop and publish a class anthology of animal changes or a "survival guide" to show how animals face the change of seasons.(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Non-fiction Text (K-2nd): Students begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They list things they want to know about animals on a chart. As a class, students vote on an animal to research. They revise their question list, and then research the animal using prompts from an online graphic organizer. After several sessions of research, students revisit their original questions and evaluate the information they have gathered. Finally, students revise and edit their work and prepare to present their findings to an authentic audience.
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Non-fiction Text (3rd-5th): This lesson encourages students to investigate three American inventors-Alexander Graham Bell, George Washington Carver, and Stephanie Kwolek-through research and readings of their biographies. Reading biographies about famous inventors can bring enthusiasm and a sense of exploration to your classroom. To begin this lesson, students are divided into three research groups, and each group is assigned a different inventor. As students read, gather, and present information about Bell, Carver, and Kwolek, they learn how this trio's inventions changed and shaped America's past and influenced the future of technology. Further, students examine how the inventions directly impact their own lives. (2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (B) communicate effectively with multiple audiences using a variety of media and formats.
Vocabulary Acquisition:
Phonemic Awareness (K): Picture Match is designed to give new readers practice with identifying beginning-letter and short- and long-vowels sounds through a simple, fun game. Updated in 2008, the game features all letters of the alphabet. In the beginning-letter sounds section, a picture of an object (for example, a car) is displayed, and students are prompted to choose the letter that corresponds with the first letter of the word. In the short- and long-vowel sounds sections, students are prompted to choose the vowel that corresponds with the word. If students choose the correct match, they get words of encouragement and a new picture. If they do not choose the correct match, they receive an audible prompt and can then try again, choosing among the remaining letters. Once all of the pictures have been matched, students can print out a chart showing which pictures go with which letters. Pictures are sorted randomly with each game to provide a challenge if the game is played more than once. Picture Match is intended for beginning readers and can be used individually or in small groups.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (C) explore virtual environments, simulations, and models to enhance learning.
TED-Ed-Plural words: This TED-Ed video explores plural words and contains an online assessment of the videos content.
(3)Research and information fluency. The student acquires and evaluates digital content. The student is expected to: (B) organize information from a variety of formats, including audio, video, and graphics;
Vocabulary Games: This site contains vocabulary games for various grade and ability levels.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (C) explore virtual environments, simulations, and models to enhance learning.
Neo K12-Early Elementary Phonics videos (K-2nd): This site contains over 40 videos and songs about different aspects of phonological awareness.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Early Elementary Videos-Rhyme (K-2nd): This site contain interactive books and poems that involve rhyme.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Literacy Resources for Teachers:
Shmoop (1st-12th): This website contains a plethora of resources for hundreds of novels which include: a summary, explanation of important Themes, relevant quotes, character analysis, comprehension questions, and quizzes.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
RIFT Online Interactive Books (Pre-K): This website includes free interactive books that are narrated for students to listen and watch individually or as a whole group.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Intel Lessons: This site offers technology enriched lessons from Intel. These lessons all contain samples, rubrics, and templates to create the projects.
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
400 Words: A cross-curricular vocabulary program that teaches academic and domain-specific words through movies and instructional quizzes. Passages increase in complexity.
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
Vocab 2.0: Upgrading vocabulary instruction with Marzano's frame and Web 2.0 tools.
Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.