Reading Language Arts Resources
Interactive & Editable
In time, each resource will also have a short instructional video to demonstrate how you might use this in your classroom.
If ever there is a need for a resource that you don't see, don't hesitate to request it!
Exploring Hemingway's Style
- Pre-Viewing Activity
- Imitating Hemingway's Style
- Final Reflection
- Background Reading
- Discussion Questions
- Hemingway Imitation Assignment
This resource is aligned to 15 Middle School TEKS And 33 High School TEKS.
Click Here to Access "Exploring Hemingway's Style" from PBS Learning Media.
Three Empowering Activities for Summarization
Take a look at these three activities. Whether you are already teaching summarization or are looking for a way to do it, these three new techniques might be just what you need.
Read the full article here: Three Empowering Activities for Summarization
K-12 "Big Sheets" RLA TEKS
K-12 RLA Vertical Vocabulary Document
Interactive Affix Matrices
Click on a Grade Level Matrix below. Make a copy of the Google Slide. Add it to your Google Classroom. Assign it to students. Use it in your classroom or virtually.
Each grade level matrix includes the prefixes and suffixes from the previous two grade levels.
Words Their Way: Interactive Word Sort for Students
Genre Characteristics Sort
As you discuss the different characteristics within each genre, you can visit/revisit this slide with students or have them do it on their own.
As an extra practice activity, create new tiles of the texts you’ve read and have students sort those. Have students prove that texts fit into certain genres based on the characteristics.
Scarborough's Reading Rope to ELAR Strand Connection
In the downloadable images below, you will see where the strands of the new RLA TEKS are anchored in the reading skills. It is important to note that secondary students (grades 6-12) do not address the Foundational Skills: Beginning Reading and Writing Strand. The Word Recognition skills are primarily addressed in the elementary grade levels. If a student does not master Word Recognition skills (Phonological Awareness, Decoding, and Sight Recognition), it is likely they will experience greater challenges in language comprehension than their classmates who have a strong Word Recognition base. It is important not to simply recognize this, but to address it through intervention as early as possible.