Resource Finder

Welcome to the Colorado Professional Learning Network Database

eNetLearning (www.enetlearning.org) provides the Colorado Professional Learning Network (PLN) online searchable database of free and open source resources that were developed and provided by the member BOCES of the Colorado BOCES Association(CBA) and Foundation.
In addition to this searchable database of resources eNetLearning has developed a series of LiveBinder grade level "digital binders" of Colorado BOCES Instructional Resources at https://www.livebinders.com/s/145470.
eNetLearning also provides online professional development opportunities that can be accessed at: https://www.enetlearning.org/course-catalog-and-descriptions/.
This tool allows you to search for materials across all groups on the site.
Resourcesort icon Overview Type Content Area
Uncovering Context - Grade 9 RWC - Instructional Unit 3

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

  • Which of the elements of context are more important for writers to consider: subject, purpose, audience, or situation?
  • Are appeals based on logic, emotion, and ethics equally effective?
  • Why have some genres existed the test of time and others haven’t? Why and how are new genres developed?
  • Why are some means of communication effective and other means of communication ineffective?
Curriculum Guide, Units Reading, Writing, and Communicating
Trouble Talk: A Read4Health Lesson Plan Read4Health Book: Trouble Talk by Trudy Ludwig Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
Tricky Teens and Beyond - Kindergarten Math - Unit 3 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections
 
Inquiry Questions (Engaging‐Debatable):
  • How do numbers change when we get to 10? (MA10‐GR.K‐S.1‐GLE.1‐EO.a.iii)
  • Why do we say 12, twelve, and not ten‐two?
Curriculum Guide, Units Math
Tricky Teens and Beyond - Kindergarten Math - Unit 3

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

  • How do numbers change when we get to 10? (MA10-GR.K-S.1-GLE.1-EO.a.iii)
  • Why do we say 12, twelve, and not ten-two?
Curriculum Guide, Units Math
Tricky Teens and Beyond - Kindergarten Math - Unit 3

Inquiry Questions

How do numbers change when we get to 10? (MA10-GR.K-S.1-GLE.1-EO.a.iii)

Why do we say 12, twelve, and not ten-two?

Curriculum Guide, Units Math
Tricky Teens and Beyond Lesson Plan Math
Trickster Trigonometry - High School Algebra II - Unit 5 Enhanced

The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections

Inquiry Questions (Engaging‐Debatable):

  • How does the periodicity in the unit circle correspond to the periodicity in graphs of models of periodic phenomena? (MA10‐GR.HS‐S.2‐GLE.2‐EO.c)
  • Why can the same class of functions model diverse types of situations (e.g., sales, manufacturing, temperature, and amusement park rides)?
Curriculum Guide, Units Math
Trials and Tribulations - Grade 8 RWC - Unit 1 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections
 
Inquiry Questions (Engaging‐Debatable):
  • How does adversity shape a person’s identity?
  • How does our perspective impact our perceptions of adversity?
Curriculum Guide, Units Reading, Writing, and Communicating
Trials and Tribulations - Grade 8 - Read, Write, Communicate - Unit 1

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

  • How does adversity shape a person’s identity?
  • How does our perspective impact our perceptions of adversity?
Curriculum Guide, Units Reading, Writing, and Communicating
Trials and Tribulations (Adversity) - Grade 8 RWC - Unit 1

Inquiry Questions (Engaging- Debatable):

  • How does adversity shape a person’s identity?
  • How does our perspective impact our perceptions of adversity?
Curriculum Guide, Units Reading, Writing, and Communicating
Trends with Technology - Grade 6 Music - Instructional Unit 3 (General Music)

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

  • What makes a particular kind of music popular? (MU09-G.6-S.1-GLE.1) and (MU09-G.6-S.2-GLE.2) and (MU09-G.6-S.3-GLE.2) and (MU09-G.6-S.4- GLE.1,2)
  • Why are notation software programs important to composers?
  • How has the advancement of music technology raised people’s expectations of quality?
Curriculum Guide, Units Music
Traveling Through Space - Grade 3 Dance - Instructional Unit 1

Inquiry Questions (Engaging- Debatable):

  • How does experience in a variety of styles help one to understand a dance? 
  • How do the elements of dance give meaning to the movement?
Curriculum Guide, Units Dance
Transformations Around Me* - Grade 1 - Read, Write, Communicate - Unit 2

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

  • What causes change? (RWC10-GR.1-S.2-GLE.2-EO.e.i; ii; iii) and (RWC10-GR.1-S.2-GLE.3-EO.a) and (RWC10-GR.1-S.2-GLE.4-EO.d.ii)
  • Is change important? (RWC10-GR.1-S.2-GLE.2-EO.a-e) and (RWC10-GR.1-S.2-GLE.3-EO.a.i; viii; ix)
  • How can you affect change? (RWC10-GR.1-S.3-GLE.1-EO.a) and (RWC10-GR.1-S.3-GLE.2-EO.b.iii)

* Note: This curriculum overivew sample was translated by a team of Colorado eductors "into a full instructional unit, with learning experiences, teacher and student resources, assessment ideas and differentiation options." Transformations Around Me Instructional Unit and Unit Storyboard

Curriculum Guide, Units Reading, Writing, and Communicating
Transformations Around Me - Grade 1 RWC - Unit 2 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections
 
Inquiry Questions (Engaging‐Debatable):
  • What causes change? (RWC10‐GR.1‐S.2‐GLE.2‐EO.e.i; ii; iii) and (RWC10‐GR.1‐S.2‐GLE.3‐EO.a) and (RWC10‐GR.1‐S.2‐GLE.4‐EO.d.ii)
  • Is change important? (RWC10‐GR.1‐S.2‐GLE.2‐EO.a‐e) and (RWC10‐GR.1‐S.2‐GLE.3‐EO.a.i; viii; ix)
  • How can you affect change? (RWC10‐GR.1‐S.3‐GLE.1‐EO.a) and (RWC10‐GR.1‐S.3‐GLE.2‐EO.b.iii)
Curriculum Guide, Units Reading, Writing, and Communicating
Transformations Around Me - Grade 1 RWC - Instructional Unit 2

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

  • What causes change? (RWC10-GR.1-S.2-GLE.2-EO.e.i; ii; iii) and (RWC10-GR.1-S.2-GLE.3-EO.a) and (RWC10-GR.1-S.2-GLE.4-EO.d.ii)
  • Is change important? (RWC10-GR.1-S.2-GLE.2-EO.a-e) and (RWC10-GR.1-S.2-GLE.3-EO.a.i; viii; ix)
  • How can you affect change? (RWC10-GR.1-S.3-GLE.1-EO.a) and (RWC10-GR.1-S.3-GLE.2-EO.b.iii)
Curriculum Guide, Units Reading, Writing, and Communicating