Search Resources
Search ThoughtfulLearning.com for a wealth of resources for teaching English language arts, 21st century skills, and social-emotional learning. You’ll find books, online units, minilessons, student models, videos, and much more! Type your search below and add filters to refine the results.
Filter by Grade Level
- Grade K (25) Apply Grade K filter
- Grade 1 (Remove) Remove Grade 1 filter
- Grade 2 (64) Apply Grade 2 filter
- Grade 3 (201) Apply Grade 3 filter
- Grade 4 (161) Apply Grade 4 filter
- Grade 5 (259) Apply Grade 5 filter
- Grade 6 (115) Apply Grade 6 filter
- Grade 7 (111) Apply Grade 7 filter
- Grade 8 (Remove) Remove Grade 8 filter
- Grade 9 (97) Apply Grade 9 filter
- Grade 10 (124) Apply Grade 10 filter
- Grade 11 (90) Apply Grade 11 filter
- Grade 12 (306) Apply Grade 12 filter
Filter by Resource Type
- Assessment Model (Remove) Remove Assessment Model filter
- Blog Post (186) Apply Blog Post filter
- Books (56) Apply Books filter
- FAQ page (28) Apply FAQ page filter
- Infographic (Remove) Remove Infographic filter
- Minilesson (Remove) Remove Minilesson filter
- Product Display Classroom (Remove) Remove Product Display Classroom filter
- State Standard (1044) Apply State Standard filter
- Student Model (98) Apply Student Model filter
- Teacher's Guide Internal Pages (3) Apply Teacher's Guide Internal Pages filter
- Unit Page (2) Apply Unit Page filter
- Video (Remove) Remove Video filter
- Writing Topic (346) Apply Writing Topic filter
Search results
FAQ Page
How can I teach 21st century skills?
FAQ Page
How are projects and project-based learning different?
FAQ Page
What are the keys to successful project-based programs?
FAQ Page
How can students plan their projects?
FAQ Page
How can we evaluate projects?
FAQ Page
How can students use Inquire for PBL?
FAQ Page
How can I form strong guiding questions?
FAQ Page
How can I get students engaged in driving questions?
FAQ Page
How can students find answers to their questions?
FAQ Page
How can students share what they find?
FAQ Page
What is project-based learning?
FAQ Page
How can I improve the quality of students' questions?
FAQ Page
What are literacy skills?
FAQ Page
How can students judge sources from the Internet?
FAQ Page
What is inquiry?
FAQ Page
What kinds of inquiry experiences can I use?
FAQ Page
Where can I see PBL in action?
FAQ Page
What are the qualities of writing?
Student Writing Model
A Lesson to Learn
Eddie, a seventh grader, wrote a brief journal entry about his little brother’s annoying habit of asking questions all the time—and how it taught him a lesson.
Student Writing Model
The Racist Warehouse
This personal narrative by eighth-grader Alicia presents an engaging voice. Read the essay and notice how Alicia’s personality comes through; she obviously cares about her subject. Her use of details gives the reader a clear picture of the characters and environment in this account of Alicia’s first encounter with racism.
Student Writing Model
Giving Life
This is a very moving narrative about a difficult experience. Sharing what she learned from this friendship makes an effective conclusion.
Student Writing Model
The Great Paw Paw
Charlotte, the seventh-grade writer of this model, organizes her essay into paragraphs that describe different aspects of her subject. The closing leaves the reader with a clear idea of the important place her grandfather holds in her memory.
Student Writing Model
Friendship
Five paragraphs in the body of this essay—one for each of the senses—provide a clear organization pattern that is easy for the reader to understand. Note that each of the five paragraphs begins with a sentence that repeats the same, simple pattern. This repetition of a sentence pattern provides unity. The use of an extended metaphor—comparing friendship to the making and baking of bread—works quite well and shows that Nate, the sixth grade writer of this essay, is willing to take creative risks.
Student Writing Model
Cheating in America
In this problem and solution essay, sixth-grade writer Nicholas grabs the reader’s attention with some “shocking statistics” that identify the problem. The essay closes with some possible solutions as well as a point to ponder.