The Letter Poem Creator provides an online model for the thought process involved in creating poems based upon a letter; then, students are invited to experiment with letter poems independently.

The interactive explores the ways that poets choose line breaks in their writing. After viewing the demonstration, students are invited to experiment with line breaks themselves.

Students identify similes in poetry and gain experience in using similes as a poetic device in their own work.

Using Beloved as a model of a work with multiple narrative perspectives, students use a visualizing activity and close reading to consider ways in which subjective values shape contradictory representations.

Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

Students learn content area vocabulary and increase reading comprehension using the Vocabulary, Language, Prediction (VLP) approach.

After examining recipes written based on students' favorite fairy tales, students research a recipe related to their favorite story, book, or fairy tale and include it in a classroom recipe book.

High school students are taught how to use resumes and cover letters to highlight their skills and make them stand out, whether applying to college or for a job.

The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution.

In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

The Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this strategy provides an opportunity for all students to share their thinking with at least one other student which, in turn, increases their sense of involvement in classroom learning. Think-Pair-Share can also be used as in information assessment tool; as students discuss their ideas, the teacher can circulate and listen to the conversations taking place and respond accordingly.

In this strategy, students read aloud to each other, pairing more fluent readers with less fluent readers. Likewise, this strategy can be used to pair older students with younger students to create “reading buddies.” Additionally, children who read at the same level can be paired to reread a text that they have already read, for continued understanding and fluency work. This research-based strategy can be used with any book or text in a variety of content areas, and can be implemented in a variety of ways.

In this strategy guide, you will learn how to organize students and texts to allow for learning that meets the diverse needs of students but keeps student groups flexible.

The research that originally gave credibility to the jigsaw approach—creating heterogeneous groups of students, diving them into new groups to become expert on a topic, and then returning them to their home groups—touted its value as a means of creating positive interdependence in the classroom and improving students’ attitudes toward school and each other.

Stories and poems that have a familiar structure can create a supportive context for learning about the writing process, building students' background knowledge, and scaffolding their creation of original stories. In this lesson for students in second or late first grade, teachers help students explore the concepts of beginning, middle, and ending by reading a variety of stories and charting the events on storyboards. As they retell the stories, students are encouraged to make use of sequencing words (first, so, then, next, after that, finally). A read-aloud of Once Upon a Golden Apple by Jean Little and Maggie De Vries introduces a discussion of the choices made by an author in constructing a plot. Starting with prewriting questions and a storyboard, students construct original stories, progressing from shared writing to guided writing; independent writing is also encouraged.

Students tell their life stories in this lesson about autobiographies based on family photographs.