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\n\"Skimming\n\n
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\nCurated OER\n
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\nSkimming and Scanning Information\n

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\n\nFor Students\n\nHigher Ed\n
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\nIn this career worksheet, students practice the real life application of reading skills. They specifically cover the tasks of skimming and scanning a text.\n
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Lesson Plan
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\n\"Skimming\n\n
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\nCurated OER\n
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\nSkimming and Scanning\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents practice skimming and scanning an article to determine its main points. They develop their own questions about the article and shares them with the class. They complete a worksheet about the article to end the instructional...\n
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Lesson Plan
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\n\"Laurence\n\n
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\nCurated OER\n
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\nLaurence Yep's Dragonwings\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read independently the novel, \"Dragonwings,\" by Laurence Yep and make connections between a text and the world. They summarize, paraphrase, analyze and evaluate skimming and scanning techniques when reading a novel. Each student...\n
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading and Responding -- Lesson 16\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders work independently or in a small group to (1) read a nonfiction selection, (2) identify the author's purpose, (3) distinguish informational text from narrative text, (4) skim and scan for facts, and (5) complete a graphic...\n
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\n\"Sentence\n\n
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\nUniversity of North Carolina\n
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\nSentence Patterns\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nIn an ideal world, sentences in a college-level essay should feature a variety of sentence types. In reality, most papers stick to simple and compound sentences, two of the types a handout on sentence patterns discusses. Part of a larger...\n
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\n\"Paragraph\n\n
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\nUniversity of North Carolina\n
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\nParagraph Development\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nThere's no set length for a good paragraph, but the short block of text should contain key components. A handout on paragraphs, the 12th in a series of 24, outlines a five-step process for paragraph development. Additionally, the handout...\n
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\n\"Reorganizing\n\n
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\nUniversity of North Carolina\n
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\nReorganizing Drafts\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nPoor organization often destroys an otherwise good paper. After writing a first draft, individuals consider the organization of ideas, a topic discussed in the 16th handout in the 24-part Writing the Paper series. The resource covers...\n
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\n\"Writing\n\n
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\nUniversity of North Carolina\n
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\nWriting Anxiety\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nOh, the dreaded writer's block! As part of a larger paper-writing series, an invaluable resource discusses obstacles and stresses writers face. Individuals learn to identify feelings associated with anxiety, as well as strategies for...\n
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\n\"Conciseness\n\n
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\nUniversity of North Carolina\n
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\nConciseness\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nTwitter has helped people learn to express their ideas in as few words as possible, but away from the 280-character limit, writers still struggle with keeping their writing short and to the point. Conciseness is the focus of a writing...\n
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\n\"College\n\n
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\nUniversity of North Carolina\n
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\nCollege Writing\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nNo matter how difficult high school writing may seem, college writing presents challenges of its own. The fourth in a series of 24 handouts from The Writing Center at UNC breaks down the expectations for college writing. Scholars learn...\n
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\n\"Evaluating\n\n
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\nUniversity of North Carolina\n
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\nEvaluating Print Sources\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nNot all sources are created equal, so how do you evaluate them? Writers learn how to evaluate print sources based on elements such as audience, tone, and argument in the sixth handout of 24 in the Writing the Paper series from the...\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Information Resources: Lesson 5\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders follow along with a teacher lead lesson to find information by skimming and scanning a resource booklet. They examine different types of resources that are available in a library. They practice skimming skills and complete...\n
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\n\"Blogs\n\n
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\nUniversity of North Carolina\n
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\nBlogs\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nThe blogosphere may be overwhelmed with content, but there's still room for unique points of view. Creating a blog that stands out, however, is the bigger challenge. A handout on blogs, part of a series of handouts on specific writing...\n
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\n\"Newspaper\n\n
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\nUniversity of Kansas\n
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\nNewspaper in the Classroom\n

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\n\nFor Teachers\n\n1st - 12th\n
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\nNewspapers aren't only for reading—they're for learning skills, too! A journalism unit provides three lessons each for primary, intermediate, and secondary grades. Lessons include objectives, materials, vocabulary, and procedure, and...\n
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Lesson Plan
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\n\"Dragonwings:\n\n
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\nCurated OER\n
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\nDragonwings: Evaluate Chapters 10-12\n

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\nAs your class finishes the novel Dragonwings, use these culminating projects. A vocabulary list is given for chapters eleven and twelve and either an epitaph or letter activity concludes the book. The final project consists of creating a...\n
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\n\"Magazine\n\n
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\nCurated OER\n
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\nMagazine Production\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nAnalyze magazines as a class, looking carefully for the target audience, advertisements, and topics presented. Small groups then work as a publication team and receive a magazine that they have to \"sell.\" Each individual has a different...\n
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PPT
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\n\"Lewis\n\n
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\nCurated OER\n
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\nLewis and Clark and Me: A Dog's Tale\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nProviding a wonderful way to explore reading and vocabulary skills, this resource takes your class on a journey to understand the accomplishments of Lewis and Clark through the eyes of their dog Seaman. It focuses on using the book Lewis...\n
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\n\"Who\n\n
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\nCurated OER\n
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\nWho is the Expert? Exploring Credible Sources in Healthcare\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nHow do you decide what sources are credible when researching online? Evaluate sources with a focus on researching health issues. After brainstorming common health concerns and how they would try to diagnose these problems, class members...\n
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\n\"Summarizing\n\n
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\nEngageNY\n
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\nSummarizing Complex Ideas: Comparing the Original UDHR and the \"Plain Language\" Version\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nThe eighth lesson plan in this series continues the focus on vocabulary and increasing young readers' awareness of academic language. Pairs of learners participate in a short vocabulary review activity called Interactive Words in which...\n
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\n\"Family\n\n
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\nCurated OER\n
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\nFamily Foodways\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nDiscover, document and share the knowledge of family food and ways special occasions are treated. Your class will explore the context in which food traditions are created and adapted in their families and communities. Each student also...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Creative Presentation\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nBring writing to life with this lesson in which elementary and middle schoolers create a display of the imagery they identify in a series of Gary Paulsen books. They read the suggested materials, identify imagery and descriptive...\n
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Examples\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung writers read excerpts from Gary Paulsen's memoir to identify figurative and literal language that contain sensory details. They determine which selections are examples of sensory language and fi the language is used literally or...\n
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Lesson Plan
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\n\"Comparing\n\n
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\nCurated OER\n
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\nComparing Themes Across Texts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nRead various texts to compare the themes across each text. Learners write a journal entry describing the most beautiful scenery they've seen and use a map of the United States to locate the Sequoia National Park and Muir Woods. They then...\n
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Lesson Plan
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\n\"Laurence\n\n
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\nCurated OER\n
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\nLaurence Yep's, Dragonwings\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents discuss vocabulary words and compare definitions. They read chapters 6-9 of the novel, Dragonwings, and discuss point of view, and complete a plot diagram. Then they review the four types of conflict and identify the conflicts...\n
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