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Requires students to enter a first name to get their "key"

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Into the Book does not collect any personally identifiable information. The name students enter to log in to the site is used only to save their work on this site; we do not share this information with anyone. E-mail addresses students provide at the end of an activity are not collected or saved; they are used only by to send the work.

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Into the Book does not collect any personally identifiable information. The name students enter to log in to the site is used only to save their work on this site; we do not share this information with anyone. E-mail addresses students provide at the end of an activity are not collected or saved; they are used only by to send the work.

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PLD2 Grid - Released Items and Performance Level Descriptor Tool  for Reading Informational Text

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PLD2 Grid - Released Items and Performance Level Descriptor Tool  for Reading Informational Text

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Ohio Standards Advocates - ELA Resources

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Performance Level Descriptors (PLDs) are developed as a way to describe what a student's work may look like on an assessment item or task aligned to Ohio Learning Standards. PLDs can be used to check on various student understandings for a standard at a basic , limited , proficient , accelerated , or advanced level.

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Informative Writing benchmarks from the Vermont Writing Project

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These new K-12 informative writing benchmarks come from authentic classroom content. They will help teachers gain a deep understanding of what proficient informative writing can look like.

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These new K-12 informative writing benchmarks come from authentic classroom content. They will help teachers gain a deep understanding of what proficient informative writing can look like.

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Vermont Writing Project has developed argumentative writing benchmarks

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These new 1-10 opinion/argument writing benchmarks come from authentic classroom content. They will help teachers gain a deep understanding of what proficient argument writing can look like.

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These new 1-10 opinion/argument writing benchmarks come from authentic classroom content. They will help teachers gain a deep understanding of what proficient argument writing can look like. Opinion-Argument Benchmark Gr 1 Opinion-Argument Benchmark Gr 2 Opinion-Argument Benchmark Gr 3 Opinion-Argument Benchmark Gr 4 Opinion-Argument

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Text Sets support ALL learners, especially those with background knowledge or vocabulary deficits, by building up these domains with a volume of reading focused on the same topic or concept.

Text Sets (a.k.a. Playlists or Expert Packs) are designed to lead students through effective reading of challenging texts by intentional sequencing, evaluating text complexity, posing relevant essential questions, and designing engaging activities with supports built in for struggling readers.

Second-grade teacher Gabrielle Yeckering provides a description of the WHAT and WHY of Text Sets. Gabrielle's text set "Communities and Schools" can be found

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Text Sets support ALL learners, especially those with background knowledge or vocabulary deficits, by building up these domains with a volume of reading focused on the same topic or concept. Text Sets (a.k.a.

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Vermont Writing Project

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Mentor Texts/Paired Text as a basis for cross content unit

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Mentor Texts/Paired Text as a basis for cross content unit

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Mentor Texts - Integrated ELA and Science

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Related standards for planning integrated unit

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How to Integrate - Find Common Theme Model

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Can be used to help students "see" next steps in their own writing or to facilitate students creating rubrics.

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The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ...

The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ...

Grades 6-12

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The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ... The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ... Grades 6-12

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A visual writing analysis for students

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When we write, we are both constructing and communicating meaning about some body of knowledge or set of ideas. To be effective, a piece of writing must be a connected, coherent chunk of thought. When students are learning to write, there are several aspects of the process that may present difficulty.

The first is knowledge. Students may be trying to write about something they really do not know very well. For example, a child who is trying to write an informational piece (a report) about Susan B. Anthony is not going to produce a successful piece of writing if her knowledge of Susan B. Anthony is sketchy or inaccurate.

Besides knowledge, students need a focus - a perspective through which to think about the information. An effective report does not simply give back information about Susan B. Anthony; rather, it synthesizes the information around a controlling idea, or focus. ("Susan B. Anthony worked for the vote for women" is a focus, while "Everything I know about Susan B. Anthony" is not.)

The second aspect of writing that may cause trouble for student writers is language. Even if they "know" what they are writing about (for example, fixing a broken bike chain), they may never have orally articulated that knowledge in words, or at least not with any fluency of language. With a lack of oral language about a subject, writing about the subject will be difficult.

The third aspect of writing that may challenge student writers is structure. Typically, young students have heard many stories, so they carry a "story structure model" in their heads. They have not typically, however, heard or read lots of articles or other chunks of informational writing. They do not carry "expository writing models" in their heads. When they come to write a report, they are frequently at a loss as to how to begin or how to build their writing.

This is where the painted essay comes in.

The painted essay was developed by Diana Leddy, a Vermont elementary teacher. It was based on the idea that students are visual learners, and need a very clear visual model of what informational writing actually looks like as a whole, complete chunk. The painted essay is a way of "seeing things whole", as Stuart Little might put it. It uses a clear, patterned structure tied to certain colors so that students are able to use and internalize a template for thinking - and therefore, writing.

The painted essay is NOT meant to suggest that all expository/informational writing fits neatly into four paragraphs, or even that all informational writing should be built in a "statement/proof" structure. What the painted essay is, however, is a very flexible, easy-to-modify organizational structure that helps students to both think and write clearly.

The introduction is colored red because it needs to get the reader's attention.

Next is the focus (controlling idea). It's green for "Go this way!" Sometimes, the green is omitted for primary children. Point 1 is the "yellow" part of the (green) focus. Point 2 is the "blue" part of the (green) focus.

The yellow block is the first body paragraph. Since it supports the first part of the focus, all of its details are yellow.

The blue block is the second body paragraph. Since it supports the second part of the focus, all of its details are blue.

The conclusion comes lasts. Since it reminds the reader of the focus, and synthesizes the yellow and blue ideas again, it is green. It is both the "what" (here's a reminder of my focus) and the "so what" (here's a bit of reflection on or extension of that focus).

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What Is The "Painted Essay™"? Download a PDF that explains and gives a sample of a Painted Essay™ The Painted Essay is the most effective way I have seen to teach children to write. As a school, I think we will

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User friendly language for teachers and easily adaptable for students.

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Teachers have known from time immemorial that it makes sense to look at student writing. Basically, the questions we ask ourselves are:

It sounds like common sense to do this "teacher work," and it is - but finding a way to look at student writing, to learn from it, and to take sensible action on that learning is sometimes easier said than done.

Enter the Instructional Analysis Checklists.

Based on the Common Core State Standards, years of practice (and both mistakes and successes), the Vermont Writing Collaborative has created a set of checklists to help teachers look at and analyze student writing. How do they work?
A Teacher Snapshot
Meet Theresa.

Theresa is a middle school humanities teacher who works with 7 th and 8 th graders in both ELA and social studies. She has just completed a unit of about six weeks with her students centered around World War One. World War One led to the century's first large-scale effort to build some sort of structure for international cooperation to prevent war like this horrific experience from happening again. That structure, back in 1919, was the League of Nations.

Needless to say, this was a controversial and complicated undertaking - no simple solutions here!

With this "big idea" in mind, Theresa "backward planned" her six weeks of teaching from a piece of argument writing. Students would write that piece (from the perspective of a senator in 1919) to respond to the Focusing Question, "Should the United States join the League of Nations?" This question, she reasoned, would serve the content well: students would need to grapple with the actual issue at the time - how best to prevent another world war - as well as the various perspectives that people brought to that challenge.

Once the students had completed their essays, Theresa was eager to see what her students had done. How well did they understand the complexities of this important historical question? How well had they used the tools of argument writing to make their thinking clear?

In addition to her own deep knowledge of this curricular unit on World War One, Theresa used two key resources in this investigation: a benchmark and an Instructional Analysis checklist.

A benchmark is a piece of writing that clearly demonstrates what "proficient" looks like for this type of writing, at this grade level. It might be an exemplar from In Common; it might be a teacher-written exemplar for this task. In Theresa's case, the benchmark was one she had identified from the student work as a reasonable example of "proficient" for this particular essay.

So now, here she was - with a cup of coffee, a freshly sharpened pencil, the 32 student essays, a solid benchmark to compare her students' writing to, and an Instructional Analysis checklist for 8th grade argument writing. Theresa was about to learn from her students.

As she pored over their argument essays, using the checklist and the benchmark, Theresa considered:

The content knowledge: what did their writing show about their overall understanding of the pros and cons of the League of Nations, and why those mattered?

The validity of the claim: specifically, what did the writing show about the students' ability to make a reasonable claim about whether or not the country should join the League of Nations, and then back up that claim with accurate, significant, precise reasons and evidence?

Thinking and reasoning: what did the students' reasoning look like as they worked with those reasons and evidence to support and develop their thinking?

The Counterclaim: how well did students handle the complexity of this issue, its "non black-and-whiteness," as they thoughtfully addressed the nuances of a counterclaim?

Organization and structure: how well had her students organized their thinking, built their essay, and connected their ideas so that any reader could follow their thinking?

Language: what about their use of academic language - what did the range look like in this class of 8th graders?

Conventions: what did students' spelling, use of punctuation, and grammar look like?

In any event, Theresa was ready to learn from her students' essays. Taking her first sip of coffee, she dug in!
A Closer Look at the Instructional Analysis Checklists What are they?
The checklists are a set of straightforward tools that allow teachers to look closely at student writing at any grade level and analyze it in terms of strengths and weaknesses. The format for recording observations on the checklists makes it easy to see patterns of needs - in a full class, in a small group, or in an individual. Paired with a solid benchmark, the Instructional Analysis Checklists are tools that help teachers make sense of what they are seeing in their students' work.
What might an Instructional Analysis checklist look like?
Below is a sample of the checklist that Theresa was using with her 8 th grade argument essays. ( Go here for the full collection of grade-level checklists.)
How are the Instructional Analysis Checklists related to the Common Core writing standards?
There is a checklist for each type of writing - opinion/argument, informative, and narrative - at each grade level, K-12. The descriptors on the checklist reflect the descriptors of each standard.
What about the Common Core "Shifts"? How are they reflected on these Instructional Analysis Checklists?
The Common Core "Shifts" emphasize three basic ideas: students need to successfully navigate complex text; they need to prioritize evidence when building and showing understanding, and they need to build important content knowledge as they build literacy skills and habits of mind.

For that reason, these Instructional Analysis checklists name "solid content knowledge and understanding" as the first descriptor on each checklist. All of the other descriptors (right from the writing standards) are in service of that content knowledge and understanding.
Why is there no place for a score on the Instructional Analysis Checklists?
The purpose of the checklists is NOT to score writing. Rather, the purpose of the checklists is to LEARN from the writing - to allow a teacher to analyze what aspects of writing are in place for her students, and which aspects are giving them trouble.
How does a teacher actually use the Instructional Analysis Checklists?
Aha - that's coming up!

In Part Two, we will return to Theresa and the work she actually does with this Instructional Analysis Checklist in analyzing her students' League of Nations essays. We'll watch her using the checklist as she gathers information from her students' writing. Most importantly, we'll watch Theresa make sense of what she sees about her students' strengths and weaknesses as she works with this tool as well as what patterns seem to be emerging-and then how she grapples with the implications for herself as a teacher: What are her next steps to help these kids?

Stay tuned!

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Looking at, and Learning from, Student Writing - Achieve the Core Aligned Materials

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Teachers have known from time immemorial that it makes sense to look at student writing. Basically, the questions we ask ourselves are: What have my kids learned? What have they not yet learned? What do I need to do to help? It sounds like common sense to do this "teacher work," and it is - ...

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Instructional AnalysisChecklists for Feedback - good alternative to rubrics

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Instructional AnalysisChecklists for Feedback - good alternative to rubrics

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Teachers have known from time immemorial that it makes sense to look at student writing. Basically, the questions we ask ourselves are:

It sounds like common sense to do this "teacher work," and it is - but finding a way to look at student writing, to learn from it, and to take sensible action on that learning is sometimes easier said than done.

Enter the Instructional Analysis Checklists.

Based on the Common Core State Standards, years of practice (and both mistakes and successes), the Vermont Writing Collaborative has created a set of checklists to help teachers look at and analyze student writing. How do they work?
A Teacher Snapshot
Meet Theresa.

Theresa is a middle school humanities teacher who works with 7 th and 8 th graders in both ELA and social studies. She has just completed a unit of about six weeks with her students centered around World War One. World War One led to the century's first large-scale effort to build some sort of structure for international cooperation to prevent war like this horrific experience from happening again. That structure, back in 1919, was the League of Nations.

Needless to say, this was a controversial and complicated undertaking - no simple solutions here!

With this "big idea" in mind, Theresa "backward planned" her six weeks of teaching from a piece of argument writing. Students would write that piece (from the perspective of a senator in 1919) to respond to the Focusing Question, "Should the United States join the League of Nations?" This question, she reasoned, would serve the content well: students would need to grapple with the actual issue at the time - how best to prevent another world war - as well as the various perspectives that people brought to that challenge.

Once the students had completed their essays, Theresa was eager to see what her students had done. How well did they understand the complexities of this important historical question? How well had they used the tools of argument writing to make their thinking clear?

In addition to her own deep knowledge of this curricular unit on World War One, Theresa used two key resources in this investigation: a benchmark and an Instructional Analysis checklist.

A benchmark is a piece of writing that clearly demonstrates what "proficient" looks like for this type of writing, at this grade level. It might be an exemplar from In Common; it might be a teacher-written exemplar for this task. In Theresa's case, the benchmark was one she had identified from the student work as a reasonable example of "proficient" for this particular essay.

So now, here she was - with a cup of coffee, a freshly sharpened pencil, the 32 student essays, a solid benchmark to compare her students' writing to, and an Instructional Analysis checklist for 8th grade argument writing. Theresa was about to learn from her students.

As she pored over their argument essays, using the checklist and the benchmark, Theresa considered:

The content knowledge: what did their writing show about their overall understanding of the pros and cons of the League of Nations, and why those mattered?

The validity of the claim: specifically, what did the writing show about the students' ability to make a reasonable claim about whether or not the country should join the League of Nations, and then back up that claim with accurate, significant, precise reasons and evidence?

Thinking and reasoning: what did the students' reasoning look like as they worked with those reasons and evidence to support and develop their thinking?

The Counterclaim: how well did students handle the complexity of this issue, its "non black-and-whiteness," as they thoughtfully addressed the nuances of a counterclaim?

Organization and structure: how well had her students organized their thinking, built their essay, and connected their ideas so that any reader could follow their thinking?

Language: what about their use of academic language - what did the range look like in this class of 8th graders?

Conventions: what did students' spelling, use of punctuation, and grammar look like?

In any event, Theresa was ready to learn from her students' essays. Taking her first sip of coffee, she dug in!
A Closer Look at the Instructional Analysis Checklists What are they?
The checklists are a set of straightforward tools that allow teachers to look closely at student writing at any grade level and analyze it in terms of strengths and weaknesses. The format for recording observations on the checklists makes it easy to see patterns of needs - in a full class, in a small group, or in an individual. Paired with a solid benchmark, the Instructional Analysis Checklists are tools that help teachers make sense of what they are seeing in their students' work.
What might an Instructional Analysis checklist look like?
Below is a sample of the checklist that Theresa was using with her 8 th grade argument essays. ( Go here for the full collection of grade-level checklists.)
How are the Instructional Analysis Checklists related to the Common Core writing standards?
There is a checklist for each type of writing - opinion/argument, informative, and narrative - at each grade level, K-12. The descriptors on the checklist reflect the descriptors of each standard.
What about the Common Core "Shifts"? How are they reflected on these Instructional Analysis Checklists?
The Common Core "Shifts" emphasize three basic ideas: students need to successfully navigate complex text; they need to prioritize evidence when building and showing understanding, and they need to build important content knowledge as they build literacy skills and habits of mind.

For that reason, these Instructional Analysis checklists name "solid content knowledge and understanding" as the first descriptor on each checklist. All of the other descriptors (right from the writing standards) are in service of that content knowledge and understanding.
Why is there no place for a score on the Instructional Analysis Checklists?
The purpose of the checklists is NOT to score writing. Rather, the purpose of the checklists is to LEARN from the writing - to allow a teacher to analyze what aspects of writing are in place for her students, and which aspects are giving them trouble.
How does a teacher actually use the Instructional Analysis Checklists?
Aha - that's coming up!

In Part Two, we will return to Theresa and the work she actually does with this Instructional Analysis Checklist in analyzing her students' League of Nations essays. We'll watch her using the checklist as she gathers information from her students' writing. Most importantly, we'll watch Theresa make sense of what she sees about her students' strengths and weaknesses as she works with this tool as well as what patterns seem to be emerging-and then how she grapples with the implications for herself as a teacher: What are her next steps to help these kids?

Stay tuned!

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Looking at, and Learning from, Student Writing - Achieve the Core Aligned Materials

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Teachers have known from time immemorial that it makes sense to look at student writing. Basically, the questions we ask ourselves are: What have my kids learned? What have they not yet learned? What do I need to do to help? It sounds like common sense to do this "teacher work," and it is - ...

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Creates Word Clouds from text excerpts. Use this to identify academic words, Tier 3 words etc.

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Toolsuite for visualizing and exploring passages of text.

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Instructional Strategies for English Language Arts | Ohio Department of Education

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Blog - Patterns In Writing for Gifted Students 

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Blog - Patterns In Writing for Gifted Students 

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So much of our writing time is spent correcting details of grammar that we neglect the larger picture in writing. This article introduces a writing unit about large patterns common to great storywriting.

"Structure Increases Creativity"

We'll frame this unit with the generalization: "Structure increases creativity." A generalization is an abstract statement applicable across many disciplines.

If you're new to the use of abstract generalizations in gifted education, here are a sampling of quotes regarding gifted students and abstract thinking:

There are powerful academic effects when gifted learners are given abstract and/or complex content

Although instructional strategies depend on the age of the students and the nature of the disciplines involved, the goal is always to encourage students to think about subjects in more abstract and complex ways.

The differentiated curriculum includes learning theories that reinforce the needs, interests, and abilities of gifted students including abstract thinking and big ideas of the content area. California's GATE Standards

Approaching writing from whole to part using an abstract generalization is aligned with the needs of gifted learners.

Introducing The Theme

The opening lesson of this unit will simply explore the theme "structure increases creativity." We're teaching our students that this theme is applicable across many disciplines.

Here's an excerpt from a Wired article I used as inspiration:

...consider these cultural and technological high points of the last century: Piet Mondrian helped usher in modernism by limiting himself to 90-degree angles and primary colors. Miles Davis conceived Kind of Blue without the use of a single chord. More recently, the very iPhone on which you listen to Davis' landmark album is a one-buttoned example of restraint in pursuit of an ideal...From Wired.com

I begin by brainstorming as many examples as possible from multiple disciplines. The Wired article is a great starting place, but my own experiences and my students' lives will be the most useful resource.

Some possible examples:

The Beatles limited their instrumentation on Let It Be

Ansel Adams used black & white film to photograph nature.

Pixar chose to use minimal dialog in Wall*E.

If age-appropriate, note that films such as Psycho, Schindler's List, 300, and Sin City were purposefully filmed in black & white or a very limited color palette.

The Game Boy boasted a black and white screen and two buttons, yet defeated all competitors.

Shakespeare utilized iambic pentameter in much of his writing.

However, I also want my class to bring their own ideas in. Open up the brainstorming to them and you'll be surprised at what they come up with.

Frame The Theme

As a class, we use these examples to construct a frame (see the book Frames by Kaplan & Gould) to group these examples according to their discipline.

Group Work

Split students up into groups, hand them an image such as the following, and ask them to explain how the example supports our big idea. I would print out images such as the following and hand one to each group.

(These images include art from Picasso and Escher, a poster of The Nightmare Before Christmas, an excerpt from Yertle The Turtle, and a picture of iPods. )

Extend - Independent Practice

To extend this idea and increase the rigor, I'll ask students to create a short (very short) story that follows a strict structure. Ideas could include:

Employing iambic pentameter

Writing a six-word story

Using words of only a certain length

Coming Next...

After getting students thinking about the various ways that structure, rules, and patterns can lead to creativity, I bring in our true content, which is writing.

Writers use structure and patterns as a base on which they build their creativity.

The types of patterns we'll examine in this unit will include:

1. The five-act dramatic structure

2. Recurring Themes

3. Character archetypes

4. Types of conflict

In the next lesson, we'll begin digging into the patterns of plot structure.

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So much of our writing time is spent correcting details of grammar that we neglect the larger picture in writing. This article introduces a writing unit about large patterns common to great storywriting. We'll frame this unit with the generalization: "Structure increases creativity." A generalization is an abstract statement applicable across many disciplines.

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Useful when deciding a common usage or understanding of standards terms across teams or grades.

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Glossary of Terms for English Language Arts | Ohio Department of Education

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Ohio ELA Model Curriculum and Content Elaboration

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Ohio ELA Model Curriculum and Content Elaboration

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Includes guidance on Theme, Summary, and Thesis.

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2018 English Language Arts Model Curriculum

Teams of educators from across the state helped the Ohio Department of Education develop the English Language Arts Model Curriculum following the adoption of Ohio's Learning Standards in 2017. The public, along with educators, commented on suggested changes to the model curriculum for K-12 during a month-long survey that closed in September 2017. These suggestions were incorporated into the model curriculum, where appropriate. The State Board of Education adopted the model curriculum in February 2018.

An Instructional Supports section is included with the model curriculum. These supports contain Instructional Strategies, including examples and Instructional Tools/Resources and were created and compiled by the Ohio educators who updated the Model Curriculum. The Department encourages educators statewide to submit best practice instructional strategies to be added to the instructional supports sections of the English Language Arts Model Curriculum. We will review these submissions and update the instructional supports on a regular basis. Send suggestions via email the Office of Learning and Instructional Strategies.

To address the instruction of manuscript and cursive writing in Ohio's schools, the Ohio Legislature passed House Bill 58, which becomes effective on July 1, 2019. This legislation required the Ohio Department of Education to provide information on the development of handwriting and include supplemental instructional materials in the English Language Arts Model Curriculum. Guidance and Supplemental Materials for Handwriting can be found along with the Model Curriculum in the table below.

2011 English Language Arts Model Curriculum by Grade Level

The 2011 English Language Arts Model Curriculum by Grade Level documents are available only upon request. Please contact the Office of Learning and Instructional Strategies at learningandinstructionalstrategies@education.ohio.gov to request an electronic copy.

Ohio's Early Literacy ToolKit

The Ohio Department of Education strives to build a solid literacy foundation for all students through the implementation of quality language and literacy practices. We can help educators do this by combining effective instruction and meaningful learning opportunities with family and community engagement in language and literacy development.

Ohio's Early Literacy Toolkits for Districts, Schools, and Teachers and for Families and Communities provide evidence-based language and literacy resources for best practice instruction and assessment, as well as supports to build upon the natural learning opportunities that occur within a child's daily routine.

Using the Standards to Develop Curriculum

These tools create a framework from the standards and model curriculum for planning units around big ideas/concepts; sequencing units to the school year; intradisciplinary and interdisciplinary connections; diverse learner considerations; technology integration; formative, summative and performance-based assessment practices; and resources.

Quality Review Rubric

The Quality Review Rubric provides criteria by which to evaluate the alignment and overall quality of lessons and units with respect to Ohio's Learning Standards.

Part 1: Introduction

Part 2: Dimension 1

Part 3: Dimension 2

Part 4: Dimension 3 & 4

Part 5: Review Process

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Model Curriculum for English Language Arts

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Teams of educators from across the state helped the Ohio Department of Education develop the English Language Arts Model Curriculum following the adoption of Ohio's Learning Standards in 2017. The public, along with educators, commented on suggested changes to the model curriculum for K-12 during a month-long survey that closed in September 2017.

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Practice Test and Released Item Scoring Guides 

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Practice Test and Released Item Scoring Guides 

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Good for question analysis using the Quality Questions Tool, Good for assessment design - looking at rationale for distractors, and task stems.

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Spring 2021 English Language Arts Item Release Scoring Guides
Spring 2021 English Language Arts Item Release Scoring Guides
These documents provide the answer keys and scoring guides for the Spring 2021 English Language Arts Item Release Tests. They include the item type, the content strand and content statement assessed, an answer key (for some item types) and the number of points associated with each item. They also include the guidelines for scoring (i.e., scoring rubrics), sample responses and notes on scoring and rationales that describe why response options are correct or incorrect.

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Spring 2021 English Language Arts Item Release Scoring Guides

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Spring 2021 English Language Arts Item Release Scoring Guides These documents provide the answer keys and scoring guides for the Spring 2021 English Language Arts Item Release Tests. They include the item type, the content strand and content statement assessed, an answer key (for some item types) and the number of points associated with each item.

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You can create classes in this resource - or just use the text with a class.

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CommonLit is a literacy and assessment program for grades 3-12.

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Use these to review released items, and to revise or develop common assessments

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Resources - Ohio State Assessment Portal

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Resources There are two ways to find a resource: Select a folder category in the left hand pane. Resources in the folder will display in.

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Primary Source Project - Integrated Content Lessons

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Primary Source Project - Integrated Content Lessons

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Primary Source Project: 6-12 Working Group Shared Resources

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In April 2006, the World Health Organization (WHO) released new international growth charts for children aged 0--59 months. Similar to the 2000 CDC growth charts, these charts describe weight for age, length (or stature) for age, weight for length (or stature), and body mass index for age.

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Integrated Lesson Resources - Achievethecore.org

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Integrated Lesson Resources - Achievethecore.org

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Expanding Perspectives in K-5 Core Knowledge Language Arts Current instructional materials often lack inclusive representation and div...

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Create an account to use the Lexile Analyzer tool or browse their extensive list of texts.

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The Lexile Framework for Reading - Lexile

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The Lexile frameworks for reading and listening help educators and parents match students to materials at the right level of difficulty.

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This is an add-on that is already available to all of our students through Google Docs.

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

10,000 possible mastery points

A brief introduction to grammar

Grammar is the collection of rules and conventions that make languages go. This section is about Standard American English, but there's something here for everyone.

Start learning

A brief introduction to grammar

Grammar is the collection of rules and conventions that make languages go. This section is about Standard American English, but there's something here for everyone.

Start learning

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Grammar | Arts and humanities | Khan Academy

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Grammar is the collection of rules and conventions that makes languages go. This section is about Standard American English, but there's something here for everyone.

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Assign articles through Google Classroom. Create Text Sets.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Moderated searching, multiple text resources, research tools

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Ohio's PreK-12 Digital Library. Optimized by the Management Council.

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Moderated searching, multiple text resources, research tools

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Ohio’s PreK-12 Digital Library. Optimized by the Management Council.

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Moderated searching, multiple text resources, research tools

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Ohio's PreK-12 Digital Library. Optimized by the Management Council.

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Create an account and find many paired texts - most with a starter set of questions.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Student Writing Samples - InCommon Writing Project

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Student Writing Samples - InCommon Writing Project

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The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ...

The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ...

Grades 6-12

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The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ... The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: ... Grades 6-12

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When you click on a choice below - you will need to choose OPEN IN NEW WINDOW in the top right when the PDF opens on your screen.

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Toolkit for Writing Text Dependent Questions

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Toolkit for Writing Text Dependent Questions

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ELA / Literacy: Text-Dependent Questions

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College- and career-ready standards, including the Common Core, expect students to use evidence from texts to present careful analyses, well-defended claims, and clear information. A key method to help students develop these skills is the use of text-dependent questions: questions that can only be answered by referring back to the text.

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Mini-Assessments aligned to Standards - Achievethecore.org

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Mini-Assessments aligned to Standards - Achievethecore.org

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Assessments designed to illustrate the ELA/literacy Shifts and expectations of college- and career-ready standards

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Checklist for Evaluating Quality Questions

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Checklist for Evaluating Quality Questions

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Checklist for Evaluating Question Quality

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achievethecore.org's digital tools and resources for teachers have been made possible by contributions from teachers across the country as well as through generous support from the Leona M. and Harry B. Helmsley Charitable Trust and the GE Foundation.

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Quick reference chart for converting leveling systems such as Lexile and Flesch-Kincaid into CCR grade bands.

Step-by-step guide to accessing free, online tools that help identify the appropriate grade band for a text.

SCASS Rubric for Informational Text SCASS Rubric for Literature
Qualitative Dimensions of Text Complexity Chart: Scales for evaluating the qualitative features of text complexity: text structure, language clarity and conventions, knowledge demands, and levels of meaning/purpose

Grade 11-CCR Sample Qualitative Scale
Example of completed qualitative scale for the 9-10 band.
Companion to Qualitative Scales
Detailed explanation of qualitative features; to be consulted in filling out the qualitative scale.

Grade 11-CCR Sample Qualitative Scale
Example of completed qualitative scale for the 9-10 band.
Companion to Qualitative Scales
Detailed explanation of qualitative features; to be consulted in filling out the qualitative scale.

Use this guide to support the analysis of a text for complexity.
Read Aloud for Grades K-2

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Quick reference chart for converting leveling systems such as Lexile and Flesch-Kincaid into CCR grade bands. Step-by-step guide to accessing free, online tools that help identify the appropriate grade band for a text.

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Achievethecore.org :: Instructional Practice Guide: Academic Word Finder

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This guide is a practical tool that teachers, and teacher-trainers, can use (and re-use!) in order to build fluency with the Common Core State Standards (CCSS).

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ELA Speaking and Listening Vertical Alignment 

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ELA Speaking and Listening Vertical Alignment 

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Helpful in seeing a progression of skills across grade levels. These also are useful for IEP writing - since Speaking/Listening can cross multiple content areas.

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Helpful in seeing a progression of skills across all grade levels.

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Helpful in seeing a progression of skills across all grade levels

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ELA Reading - Informational Text Vertical Alignment

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ELA Reading - Informational Text Vertical Alignment

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Helpful in seeing a progression of skills across grade levels. These also are useful for IEP writing - since Informational Text can cross multiple content areas.

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ELA Reading - Literature Vertical Alignment

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ELA Reading - Literature Vertical Alignment

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Helpful in seeing a progression of skills across grade levels.

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Ohio Learning Standards - Extended for ELA

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Ohio Learning Standards - Extended for ELA

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Find ENTRY points for all students. Useful in writing scaffolded assessment items.