This video is part of the Continue to Know with WHRO TV series. Watch Jadah Jones teach about using quotation marks with dialogue.

In this unit students will explore the difficulties of having a learning disability and how a learning disability influences the way a person feels about themselves by reading the core text, The Wild Book. Throughout the unit students will be challenged to think about multiple thematic topics—believing in ourselves, accepting differences, persevering through challenges, and trusting in family during difficult times. Exploring the themes will allow students to develop a deeper appreciation for people's unique differences and struggles and learn to accept everyone for their strengths. It is our goal that this unit, combined with others in the curriculum, will help students see the world as a diverse place, not just in terms of race but also in terms of abilities, and that no matter what, everyone can be successful.

The text, The Wild Book, was chosen not only for its powerful themes but because Margarita Engle, the award-winning Latina author, uses verse to bring to life a difficult historical period in Cuba. The book tells the story of Margarita Engle's grandmother who grew up in Cuba during a time of lawlessness. Margarita Engle tells her grandmother's story in a way that helps readers build empathy and understanding of the hardships our ancestors may have faced. Simultaneously, students also see the power of poetry and its influence on Cuban culture in the early 20th century. Seeing that despite the hardships the country faced, it was also a place of artistic beauty.

This unit builds on previous units in which students have learned the features of poetry; however, in this unit students begin to see poetry as not just stand-alone poems but as an art form in which a poet can express himself or herself freely. When discussing and writing about poetry, students should be able to refer to the specific structural elements of a poem and explain how the elements enrich the text. This unit also challenges students to deeply analyze how authors develop theme within individual poems and also across a longer work. Students will analyze how characters are developed, how word choice and imagery are used to bring power and meaning to different verse, and how the author uses varying experiences to reveal theme. Doing deep text analysis of the poems on an individual level and also on a more broad level will help students understand the power of the various themes and how the author develops them.

This assessment fulfills the requirements for a VAAP local alternative assessment for writing 5, reporting category editing. 

This writing graphic organizer is a tool that will assist students to organize their thoughts and ideas in a visual way as they create an expository essay.   It can be used to structure any writing prompt activity by helping the student to break the writing activity into smaller manageable parts.  The graphic organizer is designed to focus attention on what to write in an expository essay and assists with developing brainstorming, creative thinking, critical thinking, reflection, and planning skills.

This document can be used in any language class to help students brainstorm ideas for a writing or speaking assessment about the weather. They should fill out the attached document in the target language.

This is a writing prompt choice board intended to be used in a writing center or station. In my classroom we typically use one choice board per week. Students choose up to 4 items to complete for the week. I do 4 items to give students time to finish incomplete work on Fridays or to work on final drafts. You can make the rules for your classroom to best suit your teaching style and your student's needs.

The choice board includes 8 prompts and one Student Choice square based on Computing Systems for first grade.

Please feel free to make a copy of the choice board and edit it to meet your specifications.

This is a writing prompt choice board intended to be used in a writing center or station. In my classroom we typically use one choice board per week. Students choose up to 4 items to complete for the week. I do 4 items to give students time to finish incomplete work on Fridays, to work on final drafts, to edit a selected item, or to share their writing with peers. You can make the rules for your classroom to best suit your teaching style and your student's needs.

The choice board includes 8 prompts and one Student Choice square based on Data and Analysis standards for first grade.

Please feel free to make a copy of the choice board and edit it to meet your specifications.

This is a writing prompt choice board intended to be used in a writing center or station. In my classroom we typically use one choice board per week. Students choose up to 4 items to complete for the week. I do 4 items to give students time to finish incomplete work on Fridays, to work on final drafts, to edit a selected item, or to share their writing with peers. You can make the rules for your classroom to best suit your teaching style and your student's needs.

The choice board includes 8 prompts and one Student Choice square based on Impacts of Computing standards for first grade.

Please feel free to make a copy of the choice board and edit it to meet your specifications.

This is a writing prompt choice board intended to be used in a writing center or station. In my classroom we typically use one choice board per week. Students choose up to 4 items to complete for the week. I do 4 items to give students time to finish incomplete work on Fridays, to work on final drafts, to edit a selected item, or to share their writing with peers. You can make the rules for your classroom to best suit your teaching style and your student's needs.

The choice board includes 8 prompts and one Student Choice square based on Networking and the Internet standards for first grade.

Please feel free to make a copy of the choice board and edit it to meet your specifications.

This resource provides a rubric written for middle school students to self-assess their expository writing. Teachers may also use it for assessment. In this remix, the parts of an expository essay are outlined.

Remixed from Clarity Innovations' "Persuasive Writing Rubric--High School" available here: https://www.oercommons.org/authoring/22756-persuasive-writing-rubric-high-school.

This resource helps students learn about what makes a thesis statement strong and apply the knowledge they gain.

This resource helps students learn about what makes a thesis statement strong, and how to identify the components of a well-written thesis statement. It will also provide an activity for them to create their own thesis statements and peer edit the work of their classmates.

This resource helps students learn about what makes a thesis statement strong, and how to identify the components of a well-written thesis statement. It will also provide an activity for them to create their own thesis statements and peer edit the work of their classmates.

The resource provides directions and handouts for facilitating a writing workshop that utilizes stations to focus the peer feedback process. Students focus on responding to one aspect of their peers' essays at a time. The model also allows for movement in the classroom. Word documents are provided with directions for various possible stations that would work well for providing feedback on a literature-based essay.

The resource provides directions and handouts for facilitating a writing workshop that utilizes stations to focus the peer feedback process. Students focus on responding to one aspect of their peers' essays at a time. The model also allows for movement in the classroom.

Word documents are provided with directions for various possible stations that would work well for providing feedback on a researched argument essay.

English Instructional Plan – Writing and Revising a Response to Literature.  The student will write in a variety of forms, to include narrative, expository, persuasive, and reflective, with an emphasis on narrative and reflective writing.

Students talk to each other and learn about interests. Students share using sentence stems/vocab.