K-12 Teaching and Learning From the UNC School of Education

LEARN NC was a program of the University of North Carolina at Chapel Hill School of Education from 1997 – 2013. It provided lesson plans, professional development, and innovative web resources to support teachers, build community, and improve K-12 education in North Carolina. Learn NC is no longer supported by the School of Education – this is a historical archive of their website.

Modeling
Modeling is an instructional strategy in which the teacher demonstrates a new concept or approach to learning and students learn by observing. Theory of modeling as an instructional strategy Research has shown that modeling is an effective instructional...
Format: article
By Heather Coffey.
Wolves: Comprehending informational texts
This integrated plan uses non-fiction text and wolves to motivate students with language arts and science. Students will read a nonfiction text and use metacognitive skills of guided reading and KWHL chart to monitor comprehension and extend vocabulary.
Format: lesson plan (grade 5 English Language Arts)
By Amy Vance.
Formative assessment
This reference article discusses the history, concept, and application of formative assessment.
Format: article
By Heather Coffey.
Letting students ask the questions — and answer them
For this high school science teacher, learning science means doing science. A look at an inquiry-based earth and environmental science classroom.
Format: article/best practice
By Amy Anderson.
Making reading passages comprehensible for English language learners
English language learners can read the same content-area material as their peers, but they may need special help. Teachers can make difficult reading comprehensible by building vocabulary, decoding difficult syntax, and teaching background knowledge.
Format: article
By Ellen Douglas.
Seeing, wondering, theorizing, learning: Inquiry-based instruction with Kishia Moore
In this article, first-grade teacher Kishia Moore shares some of the strategies she uses to bring inquiry-based instruction into the elementary classroom. Ms. Moore teaches in Mitchell County and is a member of the 2011 cohort of the Kenan Fellows Program.
Format: article/best practice
By Dan Lewandowski.
Are you on a diet?
In I’m on a diet and proud of it: Nutrition through math and science, page 2
In this lesson, students will examine their knowledge, beliefs, and misconceptions about diets. Using word study and discussion, they will understand diet as a multi-faceted concept.
Format: lesson plan (grade 4 English Language Arts, Healthful Living, and Science)
By Karina Colón.
Using student responders responsibly
This article explores the use of responders, devices that collect and aggregate data to measure audience input. The author addresses the benefits of using responders in the classroom and offers several tips for implementing them effectively.
Format: article/best practice
By Bill Ferriter.
Deaf learners and successful cognitive achievement
In Reaching every learner: Differentiating instruction in theory and practice, page 3
This article surveys relevant literature on the cognitive potential of deaf learners and asserts that, under appropriate conditions, support, and instruction, deaf students can succeed in inclusive settings. Includes a list of ideal instructional conditions for deaf students in the inclusive classroom.
Format: article/best practice
By David S. Martin, Ph.D..

Resources on the web

Scaffolding comprehension strategies using graphic organizers
In this lesson from ReadWriteThink, collaborative strategic reading (CSR) is initially presented to students through modeling and whole-class instruction. To facilitate comprehension during and after reading, students apply four reading strategies: preview,... (Learn more)
Format: lesson plan (grade 6–8 English Language Arts)
Provided by: ReadWriteThink
Using QARs to develop comprehension and reflective reading habits
This ReadWriteThink lesson provides a foundation for building reflective reading habits, which enable students to develop higher-level comprehension strategies. Students are introduced to a variety of question-answer relationships (QARs) in an effort to... (Learn more)
Format: lesson plan (grade 6–8 English Language Arts)
Provided by: ReadWriteThink
Guided comprehension: Summarizing using the QuIP strategy
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson from ReadWriteThink introduces students to the comprehension strategy of summarizing. Students learn how to summarize information using the QuIP (questions... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Guided comprehension: Visualizing using the sketch-to-stretch strategy
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson from ReadWriteThink introduces students to the comprehension strategy of visualizing using sketch-to-stretch, a strategy that teaches them to interpret... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Guided comprehension: Monitoring using the INSERT technique
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson from ReadWriteThink introduces students to the comprehension strategy of monitoring. Students learn the INSERT technique, which teaches them to monitor... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Using the prediction strategy to set purposes for reading
This ReadWriteThink lesson gives students opportunities to understand the prediction strategy in reading. The prediction strategy is modeled, practiced, and used independently as students read a trade book. Response journal forms are used by the students... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Exploring how section headings support understanding of expository texts
This lesson from ReadWriteThink provides a model, practice, and assessment in the sorting and categorizing of main concepts through the awareness and understanding of section headings. The lesson requires students to work together to explore their understanding... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Talking about books to improve comprehension
In this lesson, students will learn how to determine which ideas work best to inspire a conversation, how to stay focused on a particular idea, and how to talk with other students in a way that leads to deeper thinking. During a read-aloud of Stephanie's... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Guided comprehension: Self-questioning using question-answer relationships
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson from ReadWriteThink introduces students to the comprehension strategy of self-questioning. Students learn the types of question-answer relationships... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Guided comprehension: Making connections using a double-entry journal
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson from ReadWriteThink introduces students to the comprehension strategy of making connections. Students learn the three types of connections (text-to-text,... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink
Guided comprehension: Evaluating using the meeting of the minds technique
This lesson from ReadWriteThink introduces students to the comprehension strategy of evaluating. Students learn how to evaluate information using the meeting of the minds technique, a strategy that teaches them to act out the opposing views of two or more... (Learn more)
Format: lesson plan (grade 3–5 English Language Arts)
Provided by: ReadWriteThink