This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

The authors examined the effectiveness of strategy instruction taught by general educators in mixed-ability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI).…

A primary education specialist designed and implemented a 10-week practicum intervention intended to teach third-grade students how to tell time. Eight students who experienced considerable difficulty in telling time by 5- and 1-minute intervals participated in the study. Students learned to tell time through classroom and playground activities…

The author created learning kits for her third graders on painting, sculpture, and architecture, using magazine covers and travel brochures to create the appropriate picture files. (SJL)

The United States has a rich natural resource heritage. It is important to educate students in the principles of conservation so that these natural resources may endure for generations. This guide is designed to help leaders to learn to organize groups of children and conduct successful meetings; provide fun, safe, outdoor learning experiences for…

Instructions are provided for constructing a classroom learning center, with nine separate games and activities, to teach pupils to locate words in the dictionary through the use of guide words, entry words, and picture clues. (SJL)

Presents suggestions to help elementary teachers organize learning centers and activities around the themes of Peter Rabbit (Grade 1), weather (Grade 3), and bees (Grade 5). Suggestions are given for activities in centers for listening/reading, language arts, computers, math, science, cooperative learning, research, and writing. (SM)

Children learned the language arts concepts of capitalization and punctualization better when playing games, and learning was greatest when active games were played. (MM)

A third grade teacher explains how he utilized cooperative learning and a reward system to encourage a disruptive student to change his behavior. The teacher scored each team on group accomplishments. As the child learned to work with others, his attitude changed and his academic ability benefited the team. (SM)

Second and third grade students used the creative problem solving strategy developed by Sidney Parnes and Alex Osborn in their social studies classes. The second graders, finding few biographies written for students reading on a first or second grade level, interviewed community members, collected photographs of them, and wrote their biographies,…

This Fort Bend (Texas) social studies curriculum guide for third grade covers six 6-week periods, and the nine course outlines include topics to be covered, the main goals and their supporting objectives, and a materials correlation key. The nine topics include holidays, maps, community life, cities and towns, farms, resources, citizenship, black…

Views the experiences of a limited-English-speaking Liberian child of limited educational background in relation to her teacher's beliefs about language, acculturation, natural cognitive processes, and cooperative learning. Argues that in the case of linguistic minority children in mainstream classrooms, powerful ideas viewed from a sociocultural…

Describes the organization and learning activities of a unit on Chinese folk tales in an inclusive third-grade classroom. The unit features scaffolding of integrated strategies, ongoing assessment, challenges and accommodations, and collaboration with the special-education teacher. Benefits of the approach in a social studies class are noted, such…

Describes a classroom project in which elementary students bake homemade bread to learn about the settlement period in Canadian history and the early history of the students' community. Maintains that students learn to compare the lifestyle of the past with the present. (CFR)