• Classroom Instruction that Works
  Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement ROBERT J. MARZANO, DEBRA J. PICKERING, JANE E. POLLOCK This is an exemplary resource for strategies based on research-based educational practices.
  with instruction marzano pickering pollack research strategies by 2 users
• CPS High Quality Instruction Handbook
  This resource from the Chicago Reading Initiative provides very explicit guidance for the components of their literacy framework. It defines a strategy, what the teacher does, what the students do and what an observer is looking for. Rubrics for age-appropriate evaluations are included.
  with evaluation fluency knowledge reading rubric strategies vocabulary word writing by 4 users
• Greece Central School District NY: Curriculum and Instruction
  This site offers excellent support for backward design curriculum dev. See departments for Understandings etc. See English Lang. Arts for great strategies also.
  with curriculum strategies ubd understandings by 9 users
• Concept-mapping-Article
  Concept Mapping qs A Means for Binding Knowledge to Effective Content-area Instruction: An Interdisciplinary Perspective1,2 Michael R. Vitale, East Carolina University Nancy R. Romance, Florida Atlantic University 1 Paper Presented at the Second International Conference on Concept Mapping, San Jose, Costa Rica, September 5-8, 2006. 2 This research was supported by the National Science Foundation,Project Number 0228353
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• Differentiated Instruction Using Technology: A Guide for Middle and High School Teachers
  Like Amy Benjamin’s other books, this one is easy to read and simple to implement. It demonstrates that you can manage the complexities of differentiated instruction – and save time -- by using technology as you teach. It showcases classroom-tested activities and strategies which are easy to apply in your own classroom. Brief Contents - Tiered Tasks - Unit Menus - Constructing Learning Centers and Stations - Differentiated Instruction in Whole-Class Instruction - E-Communications - Using Databases to Make Instructional Decisions - Models
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• Give Me Five: Instructional Planning for Diverse Learners
  "Give Me Five!" is a metaphorical model used to provide an introduction to the most essential aspects of instructional planning for very heterogeneous student populations. The planning forms are included, but the thought process can be applied to other design templates.
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• IRC Ekit - Home
  The IRC E-Kit is an electronic toolkit of resources for ESL and bilingual K-12 classrooms, teachers and administrators.
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• IRC recommended materials (see top picks)
  This is an annotated list of IRC recommended resources. See our hot picks for some that we like the best.
  with ells esl irc materials recommendations by 2 users
• ISBE English Language Learning Home
  Illinois State Bd. of Ed. site for English langauge learning (ESL and bilingual,info on state mandates, TBE and TPI programs, ACCESS assessment, IMAGE etc)
  with bilingual ells esl illinois state by 6 users
• SIOP Institute
  Sheltered Instruction Observation Protocol The Sheltered Instruction Observation Protocol (SIOP) Model (Echevarria, Vogt & Short, 2004) was developed to provide teachers with a well articulated, practical model of sheltered instruction. The SIOP Model is currently used in most of the 50 states and in hundreds of schools across the U.S. as well as in several other countries. The intent of the model is to facilitate high quality instruction for ELLs in content area teaching.
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• Tiered Curriculum Project: Indiana Dept. of Education
  This site is a chart that links to Differentiation examples by Readiness Interest Learning Styles for Math, Science and Language Arts. This project was completed by Cheryll Adams, Rebecca Pierce and Felicia Dixon, Ball State University. Grade Level
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• Differentiated Instruction: 4 Ways to
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• Imagine Learning ::(
  Imagine Learning English, a computer-based instructional program, teaches children English and develops their literacy skills. Students receive one-on-one instruction through hundreds of engaging activities specifically designed to meet their individual needs, so they progress quickly. Native language support is provided and progressively reduced as less support is needed.
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