Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Grades 3 – 12 | Mobile App
Word Mover allows children and teens to create “found poetry” by choosing from word banks and existing famous works; additionally, users can add new words to create a piece of poetry by moving/manipulating the text.
Grades 7 – 9 | Lesson Plan
Using various reading strategies and resources, students explore the issue of food waste. They also create persuasive arguments and blog posts examining this topic.
V is for vocabulary. A content area unit provides the theme for a specialized ABC book, as students select, research, define, and illustrate a word for each alphabet letter.
The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.
Poetry and politics combine in this lesson where students write a free verse poem in the voice of Cesar Chavez.
This tool provides a fun and useful way to explore a variety of topics such as a character in a book, a person or place from history, or even a physical object. An excellent tool to for summarizing or as a prewriting exercise for original stories.
Students will be introduced to the term alliteration and create a headline poem consisting of 25 words that contain at least three examples of alliteration.
The Stapleless Book can be used for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets . . . the possibilities are endless!
Students explore poetry about sports, looking closely at the use of onomatopoeia. After viewing a segment of a sporting event, students create their own onomatopoeic sports poems.
This online tool enables students to learn about and write diamante poems.
Join Douglas Fisher, Nancy Frey, and Diane Lapp as they discuss ways to navigate the complexity of matching readers with text.
Through looking critically at the underpinnings of "story mapping, a teacher uncovers a contradiction between the author's definition of reading as a constructive process and the reductionist nature of story mapping, which she shows inhibits students' potential to explore a diverse range of personal responses by promoting comprehension over response, uniformity over diversity, and control over freedom.
Racheal Tighe | Teacher | Mindarie, Perth, AL
In order to be able to do this I am constantly on the hunt for great teaching ideas and ReadWriteThink is one of my favorite places to search for inspiration