Classroom » Best Practices
Search results
Results for language arts (tags only) in best practices
Records 1–20 of 35 displayed: go to page 1, 2 | next
Search again: full text or find only text | images | audio | video more options: advanced search
- Alternatives to the famous person report
- In Rethinking Reports, page 3.1
- This "rethinking reports" series of articles provides alternative research assignments that challenge students to think critically about historical actors.
- By David Walbert and Melissa Thibault.
- Animal folktales: Legends, superheroes, and pourquoi tales
- In Rethinking Reports, page 2.2
- By writing a narrative about an animal rather than a traditional report, students can learn about literature, develop writing skills, and still fulfill science and research objectives.
- By Melissa Thibault.
- Assessing reading comprehension with English language learners
- In Reading comprehension and English language learners, page 3
- Strategies such as flow charts can help you assess reading comprehension for English language learners, content-area learners, and all students.
- By Ellen Douglas.
- Bring history to life with a Living History Day!
- In Rethinking Reports, page 3.4
- A Living History Day turns students into teachers and challenges them to think historically.
- By Melissa Thibault.
- Celebrating the freedom to read
- Banned Books Week teaches the importance of our First Amendment rights and draws attention to the danger of restricting information in a free society.
- By Melissa Thibault.
- Choosing books that are just right
- This teacher research study examines how students select books for independent reading and how teachers can help them make choices more appropriate to their reading levels.
- By Melinda Parks.
- Comics in the classroom
- Graphic novels aren't just “literature lite”: they're a genre you can use to explore philosophy, history, human interactions, visual literacy, and more with soon-to-be adults in a high school English class.
- Format: article
- By Ross White.
- Conventions
- In The five features of effective writing, page 6
- Conventions — grammar, spelling, and the like — are important to good writing, but should be taught only after the other Features of Effective Writing.
- By Kathleen Cali.
- The Declaration of Independence
- In Where English and history meet: A collaboration guide, page 5
- In this interdisciplinary lesson, students will examine the role of the Declaration of Independence in the development of the American Revolution and as part of the American identity. They will also analyze the argumentative structure and write their own declaration.
- Format: article (grade 10 English Language Arts and Social Studies)
- By Karen Cobb Carroll, Ph.D., and NBCT.
- Evaluating multimedia presentations
- A PowerPoint presentation is just another form of communication, and the same rules apply to multimedia that apply to writing or verbal communication. This article offers guidelines for using and assigning multimedia presentations in the classroom and includes a rubric based on the Five Features of Effective Writing.
- Format: article
- By David Walbert.
- Focus
- In The five features of effective writing, page 2
- Focus, the first Feature of Effective Writing, is the "so what?" in a piece of writing. This article will help you teach students to stay on topic.
- By Kathleen Cali.
- Further reading
- In The five features of effective writing, page 7
- An annotated bibliography on the Features of Effective Writing.
- By Kathleen Cali.
- George Washington and Frederick Douglass letters: Recognizing point of view and bias
- In Where English and history meet: A collaboration guide, page 4
- This lesson uses two letters written by famous individuals. Frederick Douglass, a well-known former slave who became a leader of the American abolition movement, escaped from slavery in Maryland to freedom in New York in 1838. George Washington was a large slaveholder in Virginia (as well as the first president of the United States).
- Format: (grade 9 English Language Arts and Social Studies)
- By Karen Cobb Carroll, Ph.D., and NBCT.
- Holding a poetry slam
- Introducing students to “the competitive art of performance poetry” builds enthusiasm for literature among even reluctant readers. This article explains how a high school in Cleveland County, North Carolina, held its first poetry slam.
- By Nancy Blalock.
- Incorporating oral history into the K–12 curriculum
- In Oral history in the classroom, page 3
- Oral history techniques for use with students at all levels, from kindergarten through high school.
- By Kathryn Walbert.
- Ongoing assessment strategies for writing
- Making final assessment easier by helping students improve the quality of their writing along the way.
- By Sherri Phillips Merrit.
- Oral history and student learning
- In Oral history in the classroom, page 2
- Oral history enriches historical knowledge; enhances research, writing, thinking, and interpersonal skills; gives students a connection to the community; and helps all students feel included.
- By Kathryn Walbert.
- Organization
- In The five features of effective writing, page 3
- Organization, the second Feature of Effective Writing, should be addressed after a writer has established a focus and will help strengthen that focus.
- By Kathleen Cali.
- Persuasive speaking: A classroom model
- In Arts of persuasion, page 3
- A plan for teaching persuasive speaking in the middle school classroom, with tips for speakers and on how to recognize bias.
- By Pamela Myrick and Sharon Pearson.
- Persuasive writing: A classroom model
- In Arts of persuasion, page 4
- A plan for modeling persuasive writing with middle school students, using homework as the topic.
- By Pamela Myrick and Sharon Pearson.
